ABSTRACT

Nancy Fraser describes parity-of-participation in social interaction as an important component of social justice. In this paper, we explore the participatory experiences of primary-school-children who have been labelled ‘lower-attainers’ in mathematics and/or writing. The paper explores justice drawing on the perspective of these pupils, in relation to how they perceive success in their school learning. We link the concept of participation to the three components of social justice outlined in Nancy Fraser’s definition: a) distribution of wealth; b) recognition of status; and c) representation of voice. Our findings indicate that children who do not excel in attainment in prescribed subjects may experience obstructions to parity-of-participation within schooling which are beyond those encountered by all children. We conclude that injustices in all three senses (above) are being experienced by specific children and these injustices need urgent confrontation.

摘要

Nancy Fraser 将平等参与社会互动描述为社会正义的重要组成部分。在本文中，我们探讨了在数学和/或写作方面被贴上“低能者”标签的小学生的参与体验。这篇论文从这些学生的角度探讨了正义与他们如何看待学校学习成功的关系。我们将参与的概念与 Nancy Fraser 定义中概述的社会正义的三个组成部分联系起来：a) 财富分配；b) 地位的承认；c) 声音的表示。我们的研究结果表明，在规定科目中成绩不佳的儿童可能会在学校教育中遇到超出所有儿童遇到的障碍。