Examining Social Justice, Inclusion and the Experiences of Low-Income Students in Ireland, through the Lens of Nancy Fraser

Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://epub.lib.uoa.gr/index.php/jceps

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29

Foreign Countries; Low Income Students; Documentation; Journal Articles; Elementary Schools; Early Childhood Education; Educational Indicators; Public Policy; Social Justice; Inclusion; Student Experience; Emotional Response; Disadvantaged

1740-2743

This article focuses on the application of Fraser's three-dimensional model for understanding the impact of educational policy and its funding in Ireland for examining if education experiences are equated with justice. There was an examination of conditions in Early Childhood Education (ECE), and primary and post-primary schools to ascertain if economic, cultural and political justice existed for low-income students. The results showed that low-income students have been damaged by neoliberal policies mainly due to the availability of choice which exists in the educational market, which they cannot avail of. Schemes to ameliorate levels of disadvantage and increase opportunities for low-income students need further action so that they operate to ensure that end users become beneficiaries. Equality of outcome is important for low-income students, and resources need to be allocated so that equality of opportunity and equality of outcome, both become realistic conclusions. Results also showed that policies to reduce disadvantage in education in Ireland are mainly aimed at economic redistribution and only for school-age children, with cultural and political injustices largely being ignored.

As Provided

2024

EJ1407725