Towards an understanding of curricular justice and democratic schooling

Abstract

ABSTRACT Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell’s claims—made in Schools and Social Justice, published in 1993—of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.