Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

Mistry, M and Sood, K ORCID: https://orcid.org/0000-0002-0617-8614, 2015. Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43 (5), pp. 548-564. ISSN 0300-4279

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Abstract

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages.

Item Type:	Journal article
Publication Title:	Education 3-13: International Journal of Primary, Elementary and Early Years Education
Creators:	Mistry, M. and Sood, K.
Publisher:	Taylor & Francis for the Association for the Study of Primary Education (ASPE)
Date:	2015
Volume:	43
Number:	5
ISSN:	0300-4279
Identifiers:	Number Type 10.1080/03004279.2013.837944 DOI
Rights:	© 2014 ASPE
Divisions:	Schools > School of Education
Record created by:	EPrints Services
Date Added:	09 Oct 2015 11:08
Last Modified:	09 Jun 2017 13:50
URI:	https://irep.ntu.ac.uk/id/eprint/23260

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