Table Of ContentHigher Education,
Pedagogy and
Social Justice
Politics and Practice
Edited by
Kelly Freebody · Susan Goodwin · Helen Proctor
Higher Education, Pedagogy and Social Justice
Kelly Freebody • Susan Goodwin
Helen Proctor
Editors
Higher Education,
Pedagogy and Social
Justice
Politics and Practice
Editors
Kelly Freebody Susan Goodwin
Faculty of Arts and Social Sciences Faculty of Arts and Social Sciences
The University of Sydney The University of Sydney
Sydney, NSW, Australia Sydney, NSW, Australia
Helen Proctor
Faculty of Arts and Social Sciences
The University of Sydney
Sydney, NSW, Australia
ISBN 978-3-030-26483-3 ISBN 978-3-030-26484-0 (eBook)
https://doi.org/10.1007/978-3-030-26484-0
© The Editor(s) (if applicable) and The Author(s) 2019
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Acknowledgements
The work in this book stands on a solid foundation of scholarship, activ-
ism, education and research by scholars across the world. Thank you to
those who have provided influence and inspiration for so many of us
working in education, social work, sociology and social policy whose
ideas are intertwined throughout this volume.
The editors would like to thank the Social Policy Research Network
and the School and Teacher Education Policy Research Network at the
University of Sydney for providing the funding that brought together the
authors in this book for the Social Justice Seminar Series, from which this
book project was born.
Gabriella Skoff, who took on the variety of referencing systems and
formatting styles (some quite imaginative!) from the authors and turned
the chapters into a single, consistent, formatted text for submission, we
are grateful for all your work. We thank the editing team from Palgrave
Macmillan, particularly Rebecca Wyde for her encouragement, expertise,
and patience throughout the drafting and delivery of the manuscript.
Finally, this book has been the work of a group of scholars concerned
with exploring, problematising, and advancing a social justice agenda in
universities and would not have been possible without the collaborative
collegiality of the authors. It is a privilege to work with such thoughtful
and committed colleagues.
v
Contents
1 Introduction: Social Justice Talk and Social Justice
Practices in the Contemporary University 1
Susan Goodwin and Helen Proctor
Section I Politics and Perspectives 21
2 Thoughts on Social Justice and Universities 23
Raewyn Connell
3 On Settler Notions of Social Justice: The Importance of
Disrupting and Displacing Colonising Narratives 37
Sheelagh Daniels-Mayes, Valerie Harwood, and Nyssa Murray
4 Making Worlds, Making Justice and the Responsibility to
Live Justly on Stolen Land 55
Debra Hayes
5 Social Justice Politics: Care as Democracy and Resistance 67
Donna Baines
vii
viii Contents
6 Pursuing a Social Justice Agenda for Early Childhood
Education and Care: Interrogating Marketisation
Hegemony in the Academy 81
Marianne Fenech
7 Aboriginal Voices: Social Justice and Transforming
Aboriginal Education 97
Cathie Burgess and Kevin Lowe
Section II Pedagogies and Practices 119
8 When ‘Participation’ Is Not Enough: Social Justice
Practices in Mental Health and Psychiatric Hegemony 121
Emma Tseris
9 Teaching Undergraduate Comparative and International
Education: Pedagogy, Social Justice and Global Issues in
Education 137
Alexandra McCormick and Matthew A. M. Thomas
10 ‘Teaching’ Social Justice Through Community-Embedded
Learning 157
Margot Rawsthorne
11 Little Ego Deaths in the Social Justice Classroom: An
Existential Perspective on Student Resistance 173
Remy Yi Siang Low
12 Integrating Human Rights into Teaching Pedagogy: An
Embodied Approach 189
Alison Grove O’Grady
Contents ix
13 Social Justice and Students with Intellectual Disability:
Inclusive Higher Education Practices 207
Michelle L. Bonati
14 Frameworks for Social Justice in Teacher Education:
Moments of Restless Sympathy 225
Kelly Freebody
Index 243
Notes on Contributors
Donna Baines is Director and Professor of Social Work, University of
British Columbia, Canada, where she teaches social justice theory and
practice. Baines has recently published on care work in the journals
Gender, Work and Organization, Critical Social Policy and Work,
Employment and Society. Her publications also include the best-selling (in
Canada) book, Doing Anti-Oppressive Practice: Social Justice Social Work
(Fernwood, 2017, 3rd companion edition), and the co-authored
Canadian social work classic text, Case Critical: Social Services and Social
Justice (with Banakonda Kennedy-Kissh, Raven Sinclair, and Ben Carniol,
Between the Lines, 2017, now in its 7th edition).
Michelle L. Bonati is Assistant Professor in Teacher Education at the
State University of New York at Plattsburgh, USA. She is also an Honorary
Associate in the Sydney School of Education and Social Work and an
Associate of the Centre for Disability Research and Policy at the University
of Sydney. She earned her PhD at the University of Illinois at Urbana-
Champaign, USA. Her research interests include examining approaches
for developing inclusive K-12 schools, universities and communities. Her
co-edited book, People with Intellectual Disability Experiencing University
Life is available from Brill | Sense.
xi
xii Notes on Contributors
Cathie Burgess is Senior Lecturer specialising in Aboriginal Studies and
Indigenous education at the University of Sydney. She has extensive
teaching and leadership experience in secondary schools and has led key
education department research projects working closely with Aboriginal
communities in NSW. She is currently working on the following research
projects: Aboriginal Voices: Insights into Aboriginal Education, Learning
from Country in the City, Community-Led Research Team, The Smith
Family Learning for Life Program and the Redfern Family Cultural
Strengthening Project.
Raewyn Connell is Professor Emerita at the University of Sydney and a
Life Member of the National Tertiary Education Union. Her books
include The Good University, Southern Theory, Confronting Equality,
Schools & Social Justice, Teachers’ Work and Making the Difference. Her
sociological research is widely cited and has been translated into 19 lan-
guages. Her website is www.raewynconnell.net and Twitter @
raewynconnell.
Sheelagh Daniels-Mayes is a Kamilaroi woman who joined the Sydney
School of Education and Social Work at the University of Sydney in
2017 as a Fellow in the Wingara Mura Leadership Program and is a lec-
turer and researcher in Aboriginal education. In 2016, Sheelagh com-
pleted her doctorate titled Culturally Responsive Pedagogies of Success:
Improving educational outcomes for Australian Aboriginal students, at the
University of South Australia. Sheelagh’s research focuses on building a
racism-aware, confident teacher workforce.
Marianne Fenech is Associate Professor of Early Childhood Policy and
Director of Early Childhood Programs at the Sydney School of Education
and Social Work, the University of Sydney. Her research reflects her com-
mitment to the development of an equitable system of high quality,
inclusive education, and care in Australia, and is informed by poststruc-
tural theory and mixed-methods approaches. She is particularly inter-
ested in the governing of early childhood services, initial teacher education
programmes, and teachers. Her advocacy work includes her role as Chair
of the Australian Early Childhood Teacher Education Network.
