The articles have affirmed my understanding about education and social justice. Educational inequality is something associated with social inequality (Smyth, 2010). Any attempt to deal with educational inequality should always examine the complexities of social disparity.
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The society should also reduce the gap between the poor and the rich. This practice will support every learner and make our education system sustainable. The articles have supported “my notion of socially just education” (Apple, 2005, p. 286).
The articles present new ideas towards improving the quality of our education system. The society should not support an unjust or unfair educational system (Apple, 2005).
Every society should work hard in order to change its culture. Every educational leader should be responsible in order to make our education system sustainable.
The use of progressive pedagogies will make our education system efficient. The current level of inequality explains why “every school should reinvent itself in order to deal with social injustice” (Smyth, 2010, p. 24). The current level of inequality explains why every society school should reinvent its practices.
Every learning institution should deal with social injustice. The article by Smyth explains why “our learning institutions should use teacher-based social capitals” (Smyth, 2010, p. 31). The above approach will ensure every society addresses this challenge.
The readings have also widened my knowledge towards a better educational system. The current situation explains why the government has been doing things the wrong way. This form of conservatism affects the quality of education availed to our children.
The government should be ready to address every educational inequality. The “structural, political, and financial dilemmas make it impossible for us to have a socially just education” (Apple, 2005, p. 288).
These inequalities continue to discriminate many social groups. The “success of our current policies is impossible because they are conservative” (Apple, 2005, p. 288).
The existing inequality affects the goals and perspectives of every citizen. Our country cannot address these inequalities and social injustices without treating every school as part of the society. According to O’Flynn and Petersen (2007, p. 465), “Schools are sites of societal subjection”.
Our private and community schools portray the highest level of inequality. This understanding explains why we should treat these schools as part of our wider society. Every school should be ready to improve its efforts and practices.
This practice will make every student successful. The strategy will eventually solve every inequity in our society. Every school should use new practices and deviate from every neo-liberal approach (O’Flynn & Petersen, 2007).
This approach will make our schools beneficial. The decision will produce a new education system that supports the needs of every child.
Every teacher, parent, and student should be a substandard component of the wider school community. These ideas will address the inequalities associated with our educational system. The learner’s social identity will affect his or her academic performance (Saltmarsh & Youdell, 2004).
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Some malpractices such as discrimination continue to affect the effectiveness of our education system. The best plan is to address every issue affecting our schools and societies. Every learner should be encouraged to be part of the learning process.
Every institution should also use the best policies in order to achieve its objectives (Saltmarsh & Youdell, 2004). These practices will ensure every learner receives quality education. The ideas in these articles can deal with every problem affecting our education system. The above practices will also make our education sustainable.
Apple, M. (2005). Doing things the ‘right’ way: legitimating educational inequalities in conservative times. Educational Review, 57(3), 271-293.
O’Flynn, G., & Petersen, B. (2007). The ‘good life’ and the ‘rich portfolio’: young women, schooling and neoliberal subjectification, British Journal of Sociology of Education, 28(4), 459-472.
Saltmarsh, S., & Youdell, D. (2004). ‘Special Sport’ for misfits and losers: educational triage and the constitution of schooled subjectivities. International Journal of Inclusive Education, 8(4), 353-371.
Smyth, J. (2010). Social capital and the ‘socially just school’. British Journal of Sociology of Education, 25(1), 19-33.