Social Justice in Times of Crisis and Hope
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The first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.
Social Justice in Times of Crisis and Hope examines the…mehr

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Produktbeschreibung
The first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.

Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world's young people and the spaces within which they are making such demands. Authors engage with notions of justice and well-being, what this means in the contemporary moment and for whom. They interrogate the politics of increasingly global education to think about the limits and possibilities, challenges and opportunities, for education to play a role in delivering on the promise of social justice.
Autorenporträt
Shane Duggan is Vice Chancellor¿s Postdoctoral Fellow in the School of Education at RMIT University. He examines the relationship between education and work in the context of digital transformation. His first book, Impossible Machines, investigates young people¿s lives, networked technologies and the future of work. Emily Gray has a PhD in educational research from Lancaster University in the UK. She is currently Senior Lecturer in Education Studies at RMIT University, Australia. Her publications include refereed journal articles, book chapters and the edited collection Queer Teachers, Identity and Performativity. Peter Kelly is a professor in the School of Education, RMIT University. He has published extensively on young people, the practice of youth studies and social theory, including: Working in Jamie¿s Kitchen: Salvation, Passion and Young Workers and The Self as Enterprise. Kirsty Finn is a sociologist of higher education, with an interest in educational (im)mobilities as these relate to everyday life, relationships, well-being, and citizenship and belonging. She is the author of two books: Personal Life, Young Women and Higher Education and Student Mobilities in Higher Education. Jessica Gagnon is a sociologist of higher education whose research is primarily focused on inequalities and social justice in higher education, especially underrepresented students¿ experiences. She is a Senior Research Fellow in the School of Education and Sociology at the University of Portsmouth.