By Rosamund Sutherland

In many nations, the point of interest of college curriculum shifts from side to side among conventional topics (such as arithmetic and historical past) and the advance of talents (such as challenge solving). Rosamund Sutherland argues the following that skills-focused curriculum—often obvious as getting ready scholars to paintings in our electronic age—can truly exacerbate current social inequalities. Arguing from a social justice standpoint, she contends that faculties should still prioritize guide in conventional topics, that may offer deprived scholars with formal wisdom they aren't more likely to examine outdoor tuition. Sutherland’s theoretical and functional insights element towards alterations in coverage and perform which can support increase student’s lives.

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Extra info for Education and Social Justice in a Digital Age

Sample text

Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations using an MIT [Massachusetts Institute of Technology] tool called Scratch. Whereas I welcome this move in many respects, it also indicates that policymakers are not recognising the complex ways in which the digital is integrated into the fabric of our lives, and what this could mean for how digital technologies could be integrated into the fabric of schools.

This means that if schools are to play a major role in promoting social equality, they have to take the knowledge base of the curriculum very seriously – even when this appears to go against the immediate demands of pupils (and sometimes their parents).

How much harder would it be for such a student to gain a place at an elite university? If students have followed a predominantly skillsbased curriculum at secondary school, are they advantaged in terms of employment possibilities when they leave school? The ‘available curriculum’ is clearly an issue of social justice and can be considered 40 Knowledge worlds to be an aspect of the resources available to young people in school, to be transformed into capabilities that can form the basis for potential functionings in the world outside school.

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