Skip to main content
SpringerLink
Log in

What do educational science and the public good mean in the context of educational research for social justice?

  • Chapter
  • First Online:
Educational Research for Social Justice

Part of the book series: Education Science, Evidence, and the Public Good ((EDUS,volume 1))

Abstract

This book has been written by a group of researchers who worked together variously over 2000–2015, who broadly share a commitment to educational research that leads to social justice. This introductory chapter sets out what we understand social justice to mean, and how this gives a particular connotation to the terms ‘educational science’ and ‘the public good’. We share the same approach to the nature of educational policy research and its purposes, namely that it should be designed and conducted with the intention of illuminating or having an effect on public educational policy, and that this effect should be generally to counter the inequalities between the treatment and outcomes of different social groups within society, whether those groups were determined with respect to class, gender, ethnicity, disability, and other social categories. These values, we argue, are central and critical components of our professional and intellectual research and judgments. They contribute to what we conceive of as the public good: a society in which structural inequalities are minimised; where diverse identities are valued; outcomes (educational and other) for individuals and groups are broadly equal; all individuals are valued and have agency; and all members of society are engaged and empowered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Beside the authors of this volume, those working in IPSE have included Sarah Adams, Kim Allen, Louise Archer, Jacinta Dalgety, Becky Francis, Katie Glass, Anna Halsall, Sumi Hollingworth, Kathy James, Charine John, Kuyok Kuyok, Sarah McCreith, Ayo Mansaray, Heather Mendick, Maria Tsouroufli, Paul O’Connell, Gill O’Toole, Rossana Perez del Aguila, Jocey Quinn, Jebi Rahman, Diane Reay, Jocelyn Robson, Nicola Rollock, Anthea Rose, Katya Williams and Hiromi Yamashita.

References

  • Alexander, R. (2014). Evidence, policy and the reform of primary education: A cautionary tale. Forum, 56(3), 252–375.

    Article  Google Scholar 

  • Anderson, B. (1991, revised edition). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.

    Google Scholar 

  • Appadurai, A. (1996). Number in the colonial imagination. In C. Breckenridge & P. van der Veer (Eds.), Orientalism and the postcolonial predicament: Perspectives on south Asia (pp. 314–339). Philadelphia: University of Pennsylvania Press.

    Google Scholar 

  • Archer, L., Hutchings, M., & Ross, A. (2003). Higher education and social class: Issues of exclusion and inclusion. London: Routledge/Falmer.

    Google Scholar 

  • Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.

    Article  Google Scholar 

  • Arnold, M. (1878). Equality. Fortnightly Review, 23(135), 313–334. (1 March 1878; published London: Chapman and Hall.) Retrieved from https://babel.hathitrust.org/cgi/pt?id=inu.30000093208720&view=1up&seq=340

  • Baker, M. (2016). 1,500 scientists lift the lid on reproducibility: Survey sheds light on the ‘crisis’ rocking research. Nature, 533(7604), 452–454.

    Article  Google Scholar 

  • Balestra, C., & Tonkin, R. (2018). Inequalities in household wealth across OECD countries: Evidence from the OECD wealth distribution database. Working Paper 88. Paris: OECD Publishing.

    Google Scholar 

  • Ball, S. (1994). Education reform: A critical and post-structural approach. Buckingham: Open University Press.

    Google Scholar 

  • Ball, S. (2003). Class strategies and the education market: The middle classes and social advantage. Abingdon. Routledge.

    Google Scholar 

  • Begley, G., & Ellis, L. (2012). Drug development: Raise standards for preclinical cancer research. Nature, 483(7391), 531–533.

    Article  Google Scholar 

  • Belfiore, E. (2011). The ‘transformative power’ of the arts; history of an idea. In J. Sefton-Green, P. Thompson, K. Jones, & L. Bresler (Eds.), The Routledge international handbook of creative learning (pp. 27–35). Abingdon: Routledge.

    Google Scholar 

  • Bentham, J. (1991 [1776]). The collected works of Jeremy Bentham: Constitutional Code Volume 1. Burns, F. & Rosen, J. (Eds.). London: Athlone Press.

    Google Scholar 

  • Berdiansky, B., Cronnell, B., & Koehler, J. (1969). Spelling–sound relations and primary form-class descriptions for speech comprehension vocabularies of 6–9 year olds. Technical Report No. 15. Los Alamitos: Southwest Regional Laboratory for Educational Research and Development.

    Google Scholar 

  • Bohr, N. (1928, April 14). The quantum postulate and the recent development of atomic theory. Nature, 121, 580–590.

    Article  Google Scholar 

  • Born, M., & Heisenberg, W. (1925). Über quantentheoretische umdeutung kinematischer und mechanischer beziehungen. Zeitschrift für Physik, 33, 879–893.

    Google Scholar 

  • Bourdieu, P., & Passeron, J.-C. (1990 [1970]). Reproduction in education, society and culture (2nd ed.). London: Sage. [Translated by R. Nice, from Bourdieu, P., & Passeron, J.-C. (1970). La reproduction: Éléments pour une théorie du système d’enseignement. Paris: Les Éditions de Minuit].

    Google Scholar 

  • Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.

    Google Scholar 

  • Bøyum, S. (2014). Fairness in education – A normative analysis of OECD policy documents. Journal of Education Policy, 29(6), 856–870.

    Google Scholar 

  • Brubaker, R. (2016). Trans: Gender and race in an age of unsettled identities. Princeton: Princeton University Press.

    Book  Google Scholar 

  • Camerer, C., Nosek, B., Dreber, A., et al. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637–644.

    Article  Google Scholar 

  • Curriculum Review Group [Scotland]. (2004). Curriculum for excellence. Edinburgh: Scottish Executive.

    Google Scholar 

  • d’Agnese, V. (2018a). Concealment and advertising: Unravelling OECD’s educational rhetoric. Šolsko polje: Revija za teorijo in raziskave vzgoje in izobraževanja [The School Field: Journal of Theory and Research in Education], 29(1–2), 11–32.

    Google Scholar 

  • d’Agnese, V. (2018b). Reclaiming education in the age of PISA: Challenging OECD’s educational order. Abingdon: Routledge.

    Google Scholar 

  • Decimo, F., & Gribaldo, A. (2017). Nation, migration and kinship through identity categorization. In F. Decimo & A. Gribaldo (Eds.), Boundaries within: Nation, kinship and identity among migrants and minorities (pp. 3–21). Cham: Springer.

    Chapter  Google Scholar 

  • DfE [Department for Education, UK, England]. (2015). Reading: the next steps: Supporting higher standards in schools [DFE-00094-2015]. March 2015. London: Department for Education.

    Google Scholar 

  • Duke, C. (2016). “Critical friend commentary” on Geoff Layer, ‘Influencing change through a strategic approach to student attainment’. In G. Steventon, D. Cureton, & L. Clouder (Eds.), Student attainment in higher education: Issues, controversies and debates (p. 5). London: Routledge.

    Google Scholar 

  • European Commission. (2007). Towards a more knowledge-based policy and practice in education and training [SEC(2007) 1098; Commission Staff Working Document]. Brussels: European Commission.

    Google Scholar 

  • European Union. (2000). Presidency conclusions, Lisbon European Council, 23–24 March. Brussels: European Union.

    Google Scholar 

  • Foucault, M.. (1977 [1975]). Discipline and punish: The birth of the modern prison. New York: Vintage. [Translated by A. Sheridan from Foucault, M. (1975). Surveiller et punir: Naissance de la prison. Paris: Gallimard].

    Google Scholar 

  • Fox, A. (1956). Class and equality. Socialist Commentary, May, 11–13.

    Google Scholar 

  • Francis, B. (2011). Increasing impact? An analysis of issues raised by the impact agenda in educational research. Scottish Educational Review, 43(2), 4–16.

    Google Scholar 

  • Francis, B., & Mills, M. (2012). What would a socially just education system look like? Journal of Education Policy, 27(5), 577–585.

    Article  Google Scholar 

  • Fretwell, F. (2021). Between home and school: Mobilising ‘hard to reach’ White British parents to engage with their children’s education. In Ross. A. (Ed) Educational research for social justice (pp. 97–116). Cham: Springer.

    Google Scholar 

  • Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469–484.

    Article  Google Scholar 

  • Gibb, N. (2015a). The purpose of education. Address to the Education Reform Summit, 9 July. Retrieved from https://www.gov.uk/government/speeches/the-purpose-of-education

  • Gini, C. (1911). Variabilità e mutabilità: Contributo allo studio delle distribuzioni e delle relazioni statistiche. Studi Economico-Giuridici della Facoltà di Giurisprudenza della Regia Università di Cagliari, 3(2), 1–157.

    Google Scholar 

  • Gini, C. (1936). On the measure of concentration with special reference to income and statistics. Colorado College Publication, General Series, 208, 73–79.

    Google Scholar 

  • Gosling, S., Vazire, S., Srivastava, S., & John, O. (2004). Should we trust web-based studies? A comparative analysis of six preconceptions about internet questionnaires. American Psychologist, 59(2), 93–104.

    Article  Google Scholar 

  • Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37.

    Article  Google Scholar 

  • Griffiths, M. (Ed.). (2003). Action for social justice in education: Fairly different. Maidenhead: Open University Press.

    Google Scholar 

  • Griffiths, M. (2012). Why joy in education is an issue for socially just policies. Journal of Education Policy, 27(5), 544–670.

    Article  Google Scholar 

  • Hammersley, M. (1997). Educational research and teaching: a response to David Hargreaves’ TTA lecture. British Educational Research Journal, 23(2), 141–161.

    Article  Google Scholar 

  • Hargreaves, D. (1996). Teaching as a research-based profession: Possibilities and prospects: Teacher Training Agency Annual Lecture 1996. London: Teacher Training Agency. [Reprinted in M. Hammersley, (Ed.), Educational research and evidence-based practice, (2007), pp. 18–42. London: Sage/Milton Keynes: Open University Press.]

    Google Scholar 

  • Hartsmar, N., Leathwood, C., Ross, A. & Spinthourakis, J. (2021). Can educational programmes address social inequity? Some examples from Europe. In Ross. A. (Ed) Educational research for social justice (pp. 271–297). Cham: Springer.

    Google Scholar 

  • Hayek, F. (1944). The road to serfdom. London: Routledge.

    Google Scholar 

  • Hayler, M., & Williams, J. (2016). On the journey of becoming a teacher educator. In J. Williams & M. Hayler (Eds.), Professional learning through transitions and transformation (pp. 1–12). Cham: Springer.

    Google Scholar 

  • Hegel, G. (1985 [1840]). The science of laws, morals and religion. In George, M., & Vincent, A. (Eds.), The philosophical propaedeutic (pp. 1–54). London: Blackwell. [Translated by A. Miller, from Rechtslehre. In G. Hegel, (1840). Philosophische Propädeutik, (K. Rosenkranz, Ed.), pp. 33–53. Berlin: Duncker and Humblot].

    Google Scholar 

  • Henrich, J., Heine, S., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83.

    Article  Google Scholar 

  • Hutchings, M. (2021a). Accountability, social justice and educational research. In Ross. A. (Ed) Educational research for social justice (pp. 45–78). Cham: Springer.

    Google Scholar 

  • Hutchings, M. (2021b). Inequality, social mobility and the ‘glass floor’: How more affluent parents secure educational advantage for their children. In Ross. A. (Ed) Educational research for social justice (pp. 137–169). Cham: Springer.

    Google Scholar 

  • Hutchings, M., Menter, I., Ross, A., Thomson, D., & Bedford, D. (2000). Teacher supply and retention in London 1998–99: A study of six London boroughs. London: Teacher Training Agency.

    Google Scholar 

  • Joseph Rowntree Foundation. (1997). Income mobility in Britain (Social Policy Research Report 121). York: Joseph Rowntree Foundation.

    Google Scholar 

  • Judt, T. (2011). Ill fares the land: A treatise on our present discontents. London: Penguin.

    Google Scholar 

  • Jurist, E. (2000). Beyond Hegel and Nietzsche: Philosophy, culture and agency. Cambridge, MA: MIT Press.

    Book  Google Scholar 

  • Kertzer, D. (2017). The perils of reification: Identity categories and identity construction in migration research. In F. Decimo & A. Gribaldo (Eds.), Boundaries within nation, kinship and identity among migrants and minorities (pp. 23–34). Cham: Springer.

    Chapter  Google Scholar 

  • Kertzer, D., & Arel, D. (2002). Censuses and identity: The politics of ethnicity, race and language in national censuses. Cambridge: Cambridge University Press.

    Google Scholar 

  • Koutsouris, G., & Norwich, B. (2018). What exactly do RTC findings tell us in educational research. British Educational Research Journal, 44(6), 939–959.

    Article  Google Scholar 

  • Laswell, H. (1936). Politics: Who gets what, when, how. New York: McGraw-Hill.

    Google Scholar 

  • Leathwood, C., & O’Connell, P. (2003). ‘It’s a struggle’: the construction of the ‘new student’ in higher education. Journal of Education Policy, 18(6), 597–615.

    Article  Google Scholar 

  • Mance, H. (2016). Britain has had enough of experts, says Gove. Financial Times. 3 June. Retrieved from https://www.ft.com/content/3be49734-29cb-11e6-83e4-abc22d5d108c

  • Maylor, U. (2021). Curriculum Diversity and Social Justice Education: From New Labour to Conservative Government Control of Education in England. In Ross. A. (Ed) Educational research for social justice (pp. 223–247). Cham: Springer.

    Google Scholar 

  • McCallum, A.(2021) Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons. In Ross. A. (Ed) Educational research for social justice (pp. 79–95). Cham: Springer.

    Google Scholar 

  • Menter, I., Hutchings, M., & Ross, A. (Eds.). (2002). The crisis in teacher supply: Research and strategies for retention. Trentham: Stoke on Trent.

    Google Scholar 

  • Menter, I. (2021). Snake oil or hard struggle? Research to address the reality of social injustice in education. In Ross. A. (Ed) Educational research for social justice (pp. 29–44). Cham: Springer.

    Google Scholar 

  • Minty, S. (2021). Ability to learn, or ability to pay? How family and finance influence young people’s higher education decisions in Scotland. In Ross. A. (Ed) Educational research for social justice (pp. 117–135). Cham: Springer.

    Google Scholar 

  • Moore, B. (1967). Social origins of dictatorship and democracy: Lord and peasant in the making of the modern world. Harmondsworth: Penguin.

    Google Scholar 

  • Moreau, M-P. (2021). The masculinisation of the teaching profession or gynophobia as education policy. In Ross. A. (Ed) Educational research for social justice (pp. 189–203). Cham: Springer.

    Google Scholar 

  • Nachtwey, O. (2018 [2016]). Germany’s hidden crisis: Social decline in the heart of Europe. London: Verso. [Translated by D. Fernbach and L. Balhorn, from O. Natchwey. (2016). Die abstiegsgesellschaft: Über das aufbegehren in der regressiven moderne. Berlin: Suhrkamp].

    Google Scholar 

  • Nicaise, I. (Ed.). (2000). The right to learn: Educational strategies for socially excluded youth in Europe. Bristol: Policy Press.

    Google Scholar 

  • Nicoll, K., Fejes, A., Olson, M., Dahlstedt, M., & Biesta, G. (2013). Opening discourses of citizenship education: A theorization with Foucault. Journal of Education Policy, 28(6), 828–846.

    Article  Google Scholar 

  • Norton, M., & Ariely, D. (2011). Building a better America – One quartile at a time. Perspectives on Psychological Science, 6(9), 9–12.

    Google Scholar 

  • OECD [Organisation for Economic Cooperation and Development]. (2012). Education at a glance 2012: OECD indicators. Paris: OECD Publishing.

    Google Scholar 

  • Olusoga, D. (2019). I dislike the link to empire, but it felt wrong to turn down an OBE. The Observer, 6 January. Retrieved from https://www.theguardian.com/commentisfree/2019/jan/06/i-dislike-the-link-to-empire-but-it-felt-wrong-to-reject-an-obe

  • ONS [Office for National Statistics]. (2015). UK labour market: October 2015. London: ONS.

    Google Scholar 

  • ONS (2018a). Household disposable income and inequality in the UK: Financial year ending 2017, Table 3.1a. London: ONS.

    Google Scholar 

  • ONS (2018b). Wealth in Great Britain Wave 4, 2014 to 2016. London: ONS.

    Google Scholar 

  • Osgood, J. (2021). In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good. In Ross. A. (Ed) Educational research for social justice (pp. 171–188). Cham: Springer.

    Google Scholar 

  • Papadopoulos, G. (1994). Education 1960–1990: The OECD perspective. Paris: OECD.

    Google Scholar 

  • Pinker, S. (2018). Enlightenment now: The case for reason, science, humanism and progress. London: Allen Lane.

    Google Scholar 

  • Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Read, B. & Leathwood, C. (2021). Gender and the politics of knowledge in the academy. In Ross. A. (Ed) Educational research for social justice (pp. 205–222). Cham: Springer.

    Google Scholar 

  • Reay, D. (2006a). The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies, 54(3), 288–307.

    Google Scholar 

  • Reay, D. (2011). Schooling for democracy: A common school and a common university? A response to ‘Schooling for democracy’. Democracy and Education, 19(1), Article 6. Retrieved from https://democracyeducationjournal.org/home/vol19/iss1/6

  • Reay, D. (2012). What would a socially just education system look like? Saving the minnows from the pike. Journal of Education Policy, 27(5), 587–577.

    Article  Google Scholar 

  • Reay, D. (2017). Miseducation: Inequality, education and the working class. Bristol: Policy Press.

    Book  Google Scholar 

  • Rey, O. (2010). The use of external assessments and the impact on education systems. In S. Stoney (Ed.), Beyond Lisbon 2010: Perspectives from research and development for education policy in Europe [CIDREE Yearbook 2010] (pp. 239–258). Sint-Katelijne-Waver: Consortium of Institutions for Development and Research in Education in Europe.

    Google Scholar 

  • Rezai-Rashtini, G., Segeren, A., & Martino, W. (2017). The new articulation of equity education in neoliberal times: The changing conception of social justice in Ontario. Globalisation, Societies and Education, 15(2), 160–174.

    Article  Google Scholar 

  • Rizvi, F. (2013). Equity and marketisation: A brief commentary. Discourse: Studies in the Cultural Politics of Education, 34(2), 274–278.

    Google Scholar 

  • Rizvi, F., & Lingard, B. (2009). The OECD and global shifts in education policy. In R. Cowen & A. Kazamias (Eds.), International handbook of comparative education (pp. 437–453). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Rochat, P. (2010). What is really wrong with a priori claims of universality? Sampling, validity, process level, and the irresistible drive to reduce. Behavioral and Brain Sciences, 33(2/3), 107–108.

    Article  Google Scholar 

  • Ross, A. (Ed.). (2000a). Developing identities in Europe: Citizenship education and higher education. London: Children’s Identity and Citizenship in Europe Academic Network.

    Google Scholar 

  • Ross, A. (2002). A representative profession: Ethnic minority teachers. In M. Johnson & J. Hallgarten (Eds.), From victims of change to agents of change: The future of the teaching profession (pp. 101–124). London: Institute for Public Policy Research.

    Google Scholar 

  • Ross, A. (2012). Recruiting and supporting teachers from diverse backgrounds. In S. Gonçalves & M. Carpenter (Eds.), Intercultural education and policies (pp. 15–38). Berne: Peter Lang.

    Google Scholar 

  • Ross, A. (2021b). The Construction of Political Identities: Young Europeans’ Deliberation on ‘the Public Good’. In Ross. A. (Ed) Educational research for social justice (pp. 249–270). Cham: Springer.

    Google Scholar 

  • Ross, A. (2021c). The problem of the public good and the implications for researching educational policies for social justice. In Ross. A. (Ed) Educational research for social justice (pp. 299–314). Cham: Springer.

    Google Scholar 

  • Ross, A., & Hutchings, M. (2003). Attracting, developing and retaining effective teachers in the United Kingdom of Great Britain and Northern Ireland: OECD country background report. CBR/UK(2003). Paris: OECD.

    Google Scholar 

  • Ross, A., & Leathwood, C. (2013). Problematising early school leaving. European Journal of Education, 48(3), 405–418.

    Article  Google Scholar 

  • Rozin, P. (2001). Social psychology and science: Some lessons from Solomon Asch. Personality and Social Psychology Review, 5(1), 2–14.

    Article  Google Scholar 

  • Ryan, C., & Sibieta, L. (2010). Private schooling in the UK and Australia. London: Institute for Fiscal Studies.

    Google Scholar 

  • Sardoč, M. (2018). The Language of neoliberal education: Problems, challenges and opportunities. Šolsko polje: Revija za teorijo in raziskave vzgoje in izobraževanja [The School Field: Journal of Theory and Research in Education], 29(1–2), 5–10.

    Google Scholar 

  • Sen, A. (1993). Capability and well-being. In M. Nussbaum & A. Sen (Eds.), The quality of life (pp. 30–53). Oxford University Press: Oxford.

    Chapter  Google Scholar 

  • Smith, A. (1970 [1776]). An inquiry into the nature and causes of the wealth of nations. London: Strahan and Cadell. (Quotations from 1970 edition, edited by A. Skinner. London: Penguin).

    Google Scholar 

  • Starmans, C., Sheskin, M., & Bloom, P. (2017). Why people prefer unequal societies. Nature Human Behaviour, 1(0082), 1–7.

    Google Scholar 

  • Strand, S. (2012). The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations. British Educational Research Journal, 38(1), 75–101.

    Article  Google Scholar 

  • Štremfel, U. (2018). European neoliberal discourse and Slovenian educational space. Šolsko polje: Revija za teorijo in raziskave vzgoje in izobraževanja [The School Field: Journal of Theory and Research in Education], 29(1–2), 106–125.

    Google Scholar 

  • Tawney, R. (1931). Equality; The Halley Stewart lectures, 1929. London: George Allen and Unwin.

    Google Scholar 

  • Torretti, R. (1999). The philosophy of physics. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054.

    Article  Google Scholar 

  • Vincent, C. (2003). Social justice education and identity. London: Routledge.

    Book  Google Scholar 

  • Walker, M., & Unterhalter, E. (2007). Amartya Sen’s capability approach and social justice in education. London: Palgrave Macmillan.

    Book  Google Scholar 

  • Wilkinson, R., & Pickett, K. (2009). The spirit level: Why more equal societies almost always do better. London: Allen Lane.

    Google Scholar 

  • Wilkinson, R., & Pickett, K. (2018). The inner level: How more equal societies reduce stress, restore sanity and improve everyone’s wellbeing. London: Allen Lane.

    Google Scholar 

  • Young, M. (1958). The rise of the meritocracy, 1870–2033: An essay on education and equality. London: Thames and Hudson.

    Google Scholar 

  • Young, M. (2001). Down with meritocracy. The Guardian, 21 June. Retrieved from https://www.theguardian.com/politics/2001/jun/29/comment

Download references

Author information

Authors and Affiliations

  1. School of Social Studies, London Metropolitan University, London, UK

    Alistair Ross

Authors
  1. Alistair Ross
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Alistair Ross .

Editor information

Editors and Affiliations

  1. School of Social Studies, London Metropolitan University, London, UK

    Alistair Ross

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ross, A. (2021). What do educational science and the public good mean in the context of educational research for social justice?. In: Ross, A. (eds) Educational Research for Social Justice . Education Science, Evidence, and the Public Good, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-030-62572-6_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-62572-6_1

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-62571-9

  • Online ISBN: 978-3-030-62572-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation