Index

Citation

Mifsud, D. (2024), "Index", Schooling for Social Justice, Equity and Inclusion: Problematizing Theory, Policy and Practice, Emerald Publishing Limited, Leeds, pp. 127-130. https://doi.org/10.1108/978-1-83549-758-620241007

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Emerald Publishing Limited

Copyright © 2024 Denise Mifsud

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This work is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

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INDEX

Aboriginal community members

, 103–106

Aboriginal country

, 113n1

Aboriginal Education Consultative Group (AECG)

, 101

Aboriginal Education Workers (AEWs)

, 103

Aboriginal kids

, 102–103

Academic achievement

, 101

Accountability

, 38

Actant

, 30–31, 37, 40

Actor

, 40

Actor-Network Theory (ANT)

, 16, 18, 29, 59, 60

ANT-ish concept of ‘symmetry’

, 40

sensibility

, 29–32

of state translating schooling

, 36–39

Alternative Learning Programme (ALP)

, 72

Anglophone nations

, 46–49

Antagonistic practices

, 42

Assemblage

, 29–31, 36, 40

Assessment

, 46, 99

Attainment

, 28

Australia

, 2, 16–17, 59, 99, 119

Bacchi, Carol

, 65–66, 73–75, 77

Bias

, 16, 86

Black-boxed

, 31

Blame culture

, 40

Church schools

, 65

Classrooms

enactments in

, 7–9

practices

, 110

Co-education

, 72

Collaborative leadership

, 45

Commonwealth

, 2, 122

Community relationships

, 107–108

Compulsory schooling

, 71–73

social justice in

, 3–5

Contexts

, 122

Core Curriculum Programme (CCP)

, 72

COVID-19 pandemic

, 2, 64

Critical reflexive research

, 29

Critique

, 18, 122

Cultural imperialism, practices of

, 42

Culturally responsive leadership

, 96

leadership and schooling for social justice

, 97–99

research background

, 100–102

research findings

, 102–109

and schooling

, 99–100

Culture

, 3

Curriculum

, 12, 104

Deprivation

, 4

Dilemmatic/tense leadership

, 45

Disability

, 7

Disadvantaged groups

, 6–7

Discourses

, 73

Discriminatory government policies

, 10

Disruptive leadership

, 45

Distribution

, 3, 14, 30, 70

Distributive justice

, 4

Distributive principles

, 4

Diversity

, 28

Diversity, equity, and inclusion (DEI)

, 124

Early childhood education and care (ECEC)

, 10

Economic imperatives, subordination of education to

, 5–7

Economic marginalization

, 4

Education

, 65

in Malta

, 71–73

policy

, 71–73

policymaking

, 40

social justice in

, 3–5

subordination of education to economic imperatives

, 5–7

‘Education for All: Special Needs and Inclusive Education in Malta’

, 71

Educational inequalities

, 6

Educational justice

, 5

Educational leaders

, 44–45

Educational leadership

, 29, 121–122

Educational leadership, management and administration (ELMA)

, 60–61

Educational outcomes

, 3, 14, 28, 39–40, 101, 113

Educational policy

, 5–6

Educational reform

, 34

Educators

, 39

Effectiveness

, 8, 10, 12, 81

Egalitarianism

, 70

Emergent-contextual leadership

, 45

Enrolment

, 31

Equality

, 4, 6, 14, 29, 70

Equity

, 2, 5, 121–122

as a sublime object

, 70

background

, 71–73

as counterparts of social justice

, 9–12

in education and schooling

, 65

issues of

, 29

literature review

, 66–70

methodology

, 73–75

policy documents of inclusive education in Malta

, 77–80

presuppositions or assumptions

, 80–81

problem

, 76–86

problem representation

, 81–86

process and parameters

, 76–77

pursuit of

, 71–73

systemic factors

, 68

Ethnicity

, 3

European educational systems

, 69

European Union (EU)

, 13

Exclusion

, 36 (see also Inclusion)

Exploitation

, 4

Exploitative relationships

, 42

Fairness

, 65

Foucauldian theory

, 73

Free conduct of individuals

, 37

Freedom

, 37

Gender

, 3, 6

Global South

, 48

Globalization

, 15

‘Good’ leadership

, 98

Government

, 37, 80

Governmentality

, 73

Immutable mobile/s

, 41

Implicit bias

, 8

Improvement-focused leaders

, 8

Inclusion

, 2, 36, 65, 121–122

as counterparts of social justice

, 9–12

processes

, 42

Inclusive education

, 10, 68, 79–80

Indigenous communities

, 96–97

Indigenous education

, 98

Indigenous minorities

, 7

Indigenous perspectives

, 96–97

Individualized education programmes (IEPs)

, 72

Inequality/ies

, 5, 7, 12, 16, 35, 67, 88, 96

Injustice

, 3–4

International student assessment data

, 68

Interressement

, 31, 37

Intersectionality

, 7, 66, 83

Intra-institutional activism

, 8

Leadership

, 45 (see also Culturally responsive leadership)

for social justice concept

, 46–49, 97–99

Learning loss

, 2, 13, 64

Learning outcomes

, 39, 71, 100

Learning support educator (LSE)

, 72

Linguistic minorities

, 7

Macro/micro level forces

, 36

Malta

, 65, 72–73, 122–123

policy documents of inclusive education in

, 77–80

Maltese education system

, 65, 71

Marginalization processes

, 42

Meritocracy

, 6

Meritocratic elite

, 5

Metric society

, 5

Micro-negotiations

, 49

Migrant status

, 3

Millennium Development Goals (MDGs)

, 12

Ministry for Education, Sport, Youth, Research and Innovation (MEYR)

, 65

Minority ethnic disadvantage

, 6

Mobilization

, 31, 37, 46

Modus operandi of social justice

, 34–35

Mutuality

, 42

Myths

, 99

National Inclusive Education Framework (NIEF)

, 76

Neoliberal hegemony

, 41

Neoliberal policy

, 38

Neoliberalism

, 6, 36–38

Network

, 30

assemblages

, 37

elements

, 31

ethnography

, 93

New Public Management techniques

, 41

‘No Poverty’

, 12–14

Non-Indigenous students

, 97, 99, 113

Obligatory point of passage

, 31, 37, 46

OECD policy

, 5, 66, 69–70

Ordering struggles

, 31, 39, 48

Out-of-school children

, 11

Pandemic

, 64

Performance-driven policy script

, 39–43

Policy as discourse

, 74

Policy as text

, 74

Policy discourses

, 42

Policy documents of inclusive education in Malta

, 77–80

Policy on Inclusive Education in Schools (PIES)

, 76

Policy sociology

, 74

Post-structural policy analysis

, 92

Post-structural sensibility

, 74

Post-structuralist research analysis

, 73

Poverty

, 3

Prince Trust

, 72

Problem representation

, 81–86

Problematic

, 123

Problematization

, 37

Productivity

, 6, 70

Programme for International Student Assessment (PISA)

, 39–40, 73

assessment regime

, 41

Progress in International Reading Literacy Study (PIRLS)

, 73

Public funding

, 10

Public good in education

, 15

Punctualization

, 31, 39

Quality

, 65

Quality Education

, 12–14

Racism

, 98–99

Re-regulation

, 38

Reading as engagement

, 123–124

Recognition

, 42

Recognitive justice

, 4

Redistribution/recognition

, 36

Reflexivity

, 9, 36, 86

Reforms

, 30, 72

Relationships

, 5, 42, 48, 97, 110–111

Religious minorities

, 7

Representation

, 4

Representative justice

, 4

Respect

, 42

Rurality

, 3

Sameness/difference

, 36

Scepticism

, 121

School leaders

, 7, 98

preparation and development

, 112

school leaders/principals

, 8

Schooling

, 29, 32–36, 99–100

for social justice

, 97–99

Schools

accountability

, 10, 67

autonomy

, 10, 34, 67

closures

, 2, 64

community relations

, 96

effectiveness discourses

, 39–43

enactments in

, 7–9

leadership

, 28, 43–49, 97–98

school-level education

, 67

school/community attitudes

, 10

school/community relations

, 99

success

, 39–43

SDG 1

, 2, 13, 17

SDG 4

, 2, 13, 17

Self-reflexivity

, 85

Sexual orientation

, 3

Shared decision-making

, 110

Social, emotional, and behavioural difficulties (SEBD)

, 72

Social class

, 39

Social justice

, 2, 5, 28, 97, 121–122

contributions to theory, policy, and practice

, 14–17

discourses in education

, 30–32

in education and compulsory schooling

, 3–5

equity and inclusion as counterparts of

, 9–12

issues of

, 29

leadership and schooling for

, 97–99

in practice

, 7–9

and schooling

, 32–36

theoretical/empirical studies on educational leadership for

, 123

Social recognition

, 4

‘Social’, the

, 3

Socially just leadership

, 96

Socially just school

, 98–99

Socioeconomic disadvantage

, 6

Sociomaterialism

, 60

Spaces of negotiation

, 35

Spaces of prescription

, 35

Special educational needs (SEN)

, 72

Special educational needs and disabilities (SEND)

, 8

Standardization

, 67

Standards

, 6, 41, 45, 98

Stereotypes

, 99

Stratification

, 10, 67–68

Student diversity

, 39–43

Student learning

, 98

and participation

, 11

Sustainable development goals (SDGs)

, 12–14

Symmetry

, 30–31, 40, 60

Systemic oppression

, 4

Theory-method interactions

, 124

Three-dimensional theory

, 4

Translation

, 29, 31, 37–38, 41, 60

Trends in International Mathematics and Science Study (TIMSS)

, 73

Under-theorization of social justice

, 42

UNESCO

, 10, 15, 81

Vocational education and training (VET)

, 72

Western ideologies

, 46–47

Western leadership for social justice concept

, 47

What’s the problem represented to be? (WPR)

, 16, 18

approach

, 74–75, 92

policy analysis approach

, 65