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Radical childhoodsSchooling and the struggle for social change$
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Jessica Gerrard

Print publication date: 2014

Print ISBN-13: 9780719090219

Published to Manchester Scholarship Online: September 2014

DOI: 10.7228/manchester/9780719090219.001.0001

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Children’s education and the struggle for social change

Children’s education and the struggle for social change

Chapter:
(p.22) 2 Children’s education and the struggle for social change
Source:
Radical childhoods
Author(s):

Jessica Gerrard

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719090219.003.0002

This chapter presents a conceptual analysis of social class, radical education and the role of children's education in social change. First, it argues that the move towards understanding social inequality through the terminology of ‘disadvantage’ and ‘exclusion’ fundamentally delimits the analysis of social power. In response, this chapter develops a reflexive understanding of social class, which can attend to the inter-related dynamics of gender and race inequality and oppression. Second, bringing together analyses of critical social theory with the social history of radical education, Gerrard sets out a general orientation to mobilising the concept of emancipation for radical education. Finally, drawing upon Gramsci's notion of counter-hegemony, this chapter considers Nancy Frasers’ conception of counter-publics as a possible means to understand the relationship of children's education to radical social change.

Keywords:   class, gender, race, emancipation, radical education, critical social theory, counter-publics, counter-hegemony, social inequality, children's education

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