Education and Social Justice in a Digital Age

In Many Countries The School Curriculum Oscillates Between Focusing On Traditional Subjects And Focusing On Skills That Are Linked To The Needs Of The 21st-century Digital Age. Rosamund Sutherland Argues Against Such A Skills-based Curriculum, Maintaining That, From A Social Justice Perspective, The Priority Of Schools Should Be To Give Young People Access To The Knowledge That They Are Not Likely To Learn Outside School. She Draws On The Work Of Michael Young, Lev Vygotsky, Amartya Sen And David Olson To Develop New Theoretical And Practical Insights That Offer Ways Of Changing Policy And Practice To Improve Equality And Life Chances For Young People, While Acknowledging The Potential Transformative Role Of Digital Technologies. This Timely Book Will Be Invaluable To Teachers, Academics, Students And Policy Makers Interested In The Ways In Which The Digital Landscape Transforms The Nature Of The Debate About Equity And Social Justice In Education. -- Publisher's Description. An Unfolding Story -- Expanding The Possible: People And Technologies -- Knowledge Worlds: Boundaries And Barriers -- Ways Of Knowing: Everyday And Academic Knowledge -- Schools As Spaces For Creating Knowledge -- Assessment And The Curriculum In A Digital Age -- Education In The 21st Century -- The Idea Of Justice In Education. Rosamund Sutherland. Includes Bibliographical References (p. 147-156) And Index. Education and social justice in a digital age Contents About the author Acknowledgements Preface 1. An unfolding story Introduction A personal history A developing divide A digital revolution? This book 2. Expanding the possible: people and technologies Introducing the digital People and designed objects A brief history of digital technologies and education Institutional factors that influence how digital technologies are used in schools Transforming learning: expanding the possible Capabilities, education and social justice Concluding remarks 3. Knowledge worlds: boundaries and barriers Introduction Knowledge and skills in the 21st century Competing ideologies in the curriculum Powerful knowledge: an example from mathematics education Curriculum and social justice Concluding remarks 4. Ways of knowing: everyday and academic knowledge School and home Learning computer programming at home: the case of Alistair Science simulations and out-of-school game-playing8 Everyday and academic concepts Vygotsky and sociocultural theory Concluding remarks 5. Schools as spaces for creating knowledge A brief history Schools as institutions Personalisation and education Three scenarios for future schools Concluding remarks 6. Assessment and the curriculum in a digital age Introduction Accountability and challenging low expectations High-stakes assessment and what is valued in the curriculum Teaching, feedback and evidence Rethinking the digital in assessment Concluding remarks 7. Education in the 21st century The purpose of education Theory as a way of seeing Knowledge and pedagogy Knowledge in a digital age Agency and responsibility Teachers and teaching Teachers as professionals 8. The idea of justice in education Introduction Capabilities and the ‘opportunities to become’ Cooperation between schools and between students Cooperation, professional development and leadership Schooling and social justice Endnote: on the pleasure of making and writing References Index In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education.In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education

In many countries the school curriculum oscillates between focusing on traditional subjects and focusing on skills that are linked to the needs of the 21st-century digital age. Rosamund Sutherland argues against such a skills-based curriculum, maintaining that, from a social justice perspective, the priority of schools should be to give young people access to the knowledge that they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amartya Sen and David Olson to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people, while acknowledging the potential transformative role of digital technologies. This timely book will be invaluable to teachers, academics, students and policy makers interested in the ways in which the digital landscape transforms the nature of the debate about equity and social justice in education.

Rosamund Sutherland argues against a skills-based curriculum suggesting that, from a social justice perspective, the priority of schools should be to teach traditional subjects, such as mathematics and history, giving young people the formal knowledge they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amaryta Sen and David Olson in order to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people This book proposes an approach to changing the educational system in order to redress inequalities in society, whilst at the same time acknowledging the potential transformative role of digital technologies.