University of Chester lecturers collaborate on chapter for new education book
Challenging traditional education methods has been the focus of a new publication penned by two University of Chester lecturers.
Chandrika Devarakonda, Associate Professor in the Faculty of Arts, Humanities and Social Sciences, and Dr Paula Hamilton, Programme Leader for MA Social Justice and Globalisation in Education (previously Education, Society and Globalisation), have teamed up to write a chapter featured in a new book, titled Inclusion and Social Justice in Teacher Education.
Their chapter, titled Supporting Teachers and Children to Become Critical Thinkers of Social Justice and Inclusion, is aimed at teachers and child practitioners who work with children aged 0-11 years in education and early years settings.
Inspired by the work of Australian academics Kerry Robinson and Criss Jones-Diaz, the chapter emphasises the need for teachers and early years practitioners to adopt a more critical stance relating to issues of social justice and social inequalities. It examines some of the sociological and psychological perspectives that can be drawn upon to understand and address social inequalities.
It provides models, principles, and practical approaches that teachers may find useful when delivering social justice and inclusive education to children.
Chandrika said: “We share the same passion for social justice of children and young people, so it has been great for us to collaborate, not only together but also with international colleagues on this project.”
Paula added: “Student and practitioner awareness of social justice issues which impact children and marginalised groups globally is essential for fostering positive social change in schools and communities.”
Chandrika has additionally contributed to another new book, The BERA Guide to Decolonising the Curriculum.
Chandrika wrote the chapter titled Decolonising Early Childhood Education: Disrupting Professional Discourses, together with Marlies Kustatscher, Lecturer in Childhood Studies and Co-Director of the Centre for Education for Racial Equality in Scotland at the University of Edinburgh.
In this chapter, the authors share reflections on decolonising early childhood education in respective contexts of England and Scotland, and the implications for early childhood practitioners.
The authors challenge the relevance of traditional early childhood education ideas, given diverse and evolving contexts. They also provide some suggestions on how early childhood practitioners can work towards decolonising early childhood education by unlearning prejudiced assumptions, relearning new perspectives, as well as advocating for structural and institutional change.
- For more information on the University of Chester’s Social Justice and Globalisation in Education course, visit: https://www.chester.ac.uk/education-society-globalisation-ma/
Picture: Chandrika Devarakonda (right) with Marlies Kustatscher.