Equity in Education : An International Comparison of Pupil Perspectives

Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers' views on society, and on what it means to be fair, than it does to differences in attainment. This book examines young people's experiences of justice in schools and beyond, and relates these experiences to the development of their personal sense of justice and the criteria they use to decide whether something is fair or not. The book includes the views and experiences of potentially disadvantaged pupils, including those with learning difficulties, or behavioural problems, those apparently less suited to an academic 'trajectory', recent immigrants, those learning through a second language, or who are from socio-economically deprived backgrounds. Based on research from across Europe and Japan, the analysis considers the characteristics of the schools that pupils attend, the pupils' own family and social background, their indicators of disadvantage, and their developing sense of justice. The authors examine their experiences and the potential impact of their experiences on well-being, work, relations at school, involvement in tasks, and results, plus perseverance in school, ethical and civic judgements, trust in institutions, and unfairness in general. This provides important indications for policy-makers and practitioners about the role of school organisation, and the behaviour of teachers, in creating equity and helping to form pupils' sense of justice. Pupils have quite clear views on what is fair, and are generally willing and able to express those views. Are research users willing to acknowledge and act on those views? This Book Examines Young People's Experiences Of Justice In Schools And Beyond, And Relates These Experiences To The Development Of Their Personal Sense Of Justice And The Criteria They Use To Decide Whether Something Is Fair Or Not. The Book Includes The Views And Experiences Of Potentially Disadvantaged Pupils, Including Those With Learning Difficulties, Or Behavioural Problems, Those Apparently Less Suited To An Academic 'trajectory', Recent Immigrants, Those Learning Through A Second Language, Or Who Are From Socio-economically Deprived Backgrounds. Based On Research From Across Europe And Japan, The Analysis Considers The Characteristics Of The Schools That Pupils Attend, The Pupils' Own Family And Social Background, Their Indicators Of Disadvantage, And Their Developing Sense Of Justice. The Authors Examine Their Experiences And The Potential Impact Of Their Experiences On Well-being, Work, Relations At School, Involvement In Tasks, And Results, Plus Perseverance In School, Ethical And Civic Judgements, Trust In Institutions, And Unfairness In General. This Provides Important Indications For Policy-makers And Practitioners About The Role Of School Organisation, And The Behaviour Of Teachers, In Creating Equity And Helping To Form Pupils' Sense Of Justice. Pupils Have Quite Clear Views On What Is Fair, And Are Generally Willing And Able To Express Those Views. Are Research Users Willing To Acknowledge And Act On Those Views? Part I: Introduction -- Re-considering What Schools Are For -- Querying The Traditional Role Of Schools In Attainment -- Part Ii: Rethinking Equity In Education -- Why Schools Might Matter -- Why Teachers Might Matter -- Part Iii: Listening To Pupils -- The Importance Of Listening To Pupils -- Listening To Students In Different Countries -- Part Iv: -- International Comparisons Of Pupil Experiences Of Justice -- The Notions Of Justice Used By Different Groups Of Pupils -- Part V: Putting It All Together -- The Experiences Of Pupils Educated Otherwise -- Identifying The Determinants Of Educational Justice -- The Practical Implications Of Reconsidering What Schools Are For. Stephen Gorard, Emma Smith ; With David Greger And Dennis Meuret. Includes Bibliographical References And Index. Front Matter....Pages i-xi Front Matter....Pages 1-1 Reconsidering What Schools Are For....Pages 3-8 Querying the Traditional Role of Schools in Attainment....Pages 9-29 Front Matter....Pages 31-31 Why Schools Might Matter....Pages 33-47 Why Teachers Might Matter....Pages 48-56 Front Matter....Pages 57-57 The Importance of Listening to Pupils....Pages 59-72 Listening to Pupils in Different Countries....Pages 73-92 Front Matter....Pages 93-93 International Comparisons of Pupil Experiences of Justice....Pages 95-113 The Notions of Justice Used by Different Groups of Pupils....Pages 114-140 Front Matter....Pages 141-141 The Experiences of Pupils Educated Otherwise....Pages 143-154 Identifying the Determinants of Justice....Pages 155-171 The Practical Implications of Reconsidering What Schools Are For....Pages 172-184 Back Matter....Pages 185-199 Machine generated contents note: Introduction : Re-considering What Schools are For : The Traditional Role of Schools in Attainment Part I: Rethinking Equity in Education Why Structural Equity Matters Why the Treatment of Pupils Matters Part II: Listening to Pupils The Importance of Listening to Pupils Listening to Students in Different Countries Part III: The Determinants of Students Sense of Justice International Comparisons of Student Experiences The Experiences of the Most Marginalised The Determinants of Educational Justice Part IV: Conclusion :The Practical Implications of Reconsidering Equity in Education.