Pays : Royaume-Uni
Langue(s) : anglais
Sigle : CRESJ
Centre de recherche du département des études en éducation (Université de York), spécialisé sur les questions d'équité et de justice sociale en éducation
The Centre (CRESJ) undertakes multi-method research that explores social justice in education. The core of our characterisation of justice in the context of education is located in a sense of ‘fairness’ and expressed through understanding of key concepts including equity, diversity and inclusion. We pursue research that investigates perceptions of justice in education including the views of individuals and groups as well as the formal elaboration of such positions in policy documents produced by organisations and institutions. Our work is undertaken in a wide range of contexts in schools and elsewhere that include different types of learner, different locations (local to global) and different perspectives (including those that relate directly to social class, gender, ethnicity and disability). The educational processes of teaching, learning and assessing are central to our better understanding of social justice as well as the differential rates of achievement that apply across individuals and social groups.
URL : http://www.york.ac.uk/depts/educ/research/CRESJ.htm
mot(s) clé(s) : élève / étudiant, inégalités, origines socioculturelles, recherche en éducation
catégorie(s) : politiques publiques
Centre for Research on Education and Social Justice
Sigle : CRESJ
Centre de recherche du département des études en éducation (Université de York), spécialisé sur les questions d'équité et de justice sociale en éducation
The Centre (CRESJ) undertakes multi-method research that explores social justice in education. The core of our characterisation of justice in the context of education is located in a sense of ‘fairness’ and expressed through understanding of key concepts including equity, diversity and inclusion. We pursue research that investigates perceptions of justice in education including the views of individuals and groups as well as the formal elaboration of such positions in policy documents produced by organisations and institutions. Our work is undertaken in a wide range of contexts in schools and elsewhere that include different types of learner, different locations (local to global) and different perspectives (including those that relate directly to social class, gender, ethnicity and disability). The educational processes of teaching, learning and assessing are central to our better understanding of social justice as well as the differential rates of achievement that apply across individuals and social groups.
URL : http://www.york.ac.uk/depts/educ/research/CRESJ.htm
mot(s) clé(s) : élève / étudiant, inégalités, origines socioculturelles, recherche en éducation
catégorie(s) : politiques publiques
