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dc.contributor.authorMistry, Malini Tina
dc.contributor.authorSood, Krishan
dc.date.accessioned2020-08-10T11:24:27Z
dc.date.available2020-08-10T00:00:00Z
dc.date.available2020-08-10T11:24:27Z
dc.date.issued2014-01-08
dc.identifier.citationMistry M, Sood K (2015) 'Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools', Education 3-13, 43 (5), pp.548-564.en_US
dc.identifier.issn0300-4279
dc.identifier.doi10.1080/03004279.2013.837944
dc.identifier.urihttp://hdl.handle.net/10547/624348
dc.description.abstractThis paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.en_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/03004279.2013.837944en_US
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectprimary multi-cultural/mono-cultural schoolsen_US
dc.subjectleadershipen_US
dc.subjectequityen_US
dc.subjectdiversityen_US
dc.subjectSubject Categories::X320 Academic studies in Primary Educationen_US
dc.titlePermeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schoolsen_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Bedfordshireen_US
dc.contributor.departmentNottingham Trent Universityen_US
dc.identifier.journalEducation 3-13en_US
dc.date.updated2020-08-10T11:21:30Z
dc.description.notefull text from http://irep.ntu.ac.uk/id/eprint/23260/1/218010_1183.pdf


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