| Childhood, Religion and School Injustice Contributor(s): Kitching, Karl (Author) |
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ISBN: 1782053883 ISBN-13: 9781782053880 Publisher: Cork University Press OUR PRICE: $42.75 Product Type: Hardcover Published: May 2020 |
| Additional Information |
| BISAC Categories: - Education | Inclusive Education - Education | Educational Policy & Reform - Education | Aims & Objectives |
| Dewey: 370.114 |
| LCCN: 2019955494 |
| Physical Information: 0.9" H x 7.6" W x 9.3" (1.20 lbs) 268 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Debates about religion and education internationally often presume the neutrality of secular education governance as an irrefutable public good. However, understandings of secular freedom, rights and neutrality in schooling are continuously contested, and social movements have disrupted the notion that there is a uniform public to be educated. Simultaneously, unjust, neoliberal and majoritarian education policies constantly undermine collective notions of what is good and just. This book presents original empirical research on how religious and secular schools are positioned as competitors for parents' attention, and shows how inequalities shape parents' interest in, and access to, secular/religious schools. Kitching particularly explores how children in urban and rural settings negotiate the joys, pleasures, paradoxes and injustices of schooling and childhood. He outlines ways in which children's social position, relationships and encounters with religious and consumer objects inform who they can become, and who and what they value. Drawing on the above research, Childhood, Religion and School Injustice demonstrates the need to engage with each child's plurality, and to recognise multiple inequalities experienced by families across schools. Given that the mass privatisation and deregulation of schooling favours majority and advantaged social groups, Kitching argues for the becoming public of school systems and localities. In such a process, majoritarian, narrow self-interest is challenged, unchosen obligations to others are recognised, and collective imaginings of what a 'good' childhood is, are publicly engaged. |