Higher Education, Pedagogy and Social Justice Politics and Practice Edited by Kelly Freebody · Susan Goodwin · Helen Proctor Higher Education, Pedagogy and Social Justice Kelly Freebody • Susan Goodwin Helen Proctor Editors Higher Education, Pedagogy and Social Justice Politics and Practice Editors Kelly Freebody Susan Goodwin Faculty of Arts and Social Sciences Faculty of Arts and Social Sciences The University of Sydney The University of Sydney Sydney, NSW, Australia Sydney, NSW, Australia Helen Proctor Faculty of Arts and Social Sciences The University of Sydney Sydney, NSW, Australia ISBN 978-3-030-26483-3 ISBN 978-3-030-26484-0 (eBook) https://doi.org/10.1007/978-3-030-26484-0 © The Editor(s) (if applicable) and The Author(s) 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans- mission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgements The work in this book stands on a solid foundation of scholarship, activ- ism, education and research by scholars across the world. Thank you to those who have provided influence and inspiration for so many of us working in education, social work, sociology and social policy whose ideas are intertwined throughout this volume. The editors would like to thank the Social Policy Research Network and the School and Teacher Education Policy Research Network at the University of Sydney for providing the funding that brought together the authors in this book for the Social Justice Seminar Series, from which this book project was born. Gabriella Skoff, who took on the variety of referencing systems and formatting styles (some quite imaginative!) from the authors and turned the chapters into a single, consistent, formatted text for submission, we are grateful for all your work. We thank the editing team from Palgrave Macmillan, particularly Rebecca Wyde for her encouragement, expertise, and patience throughout the drafting and delivery of the manuscript. Finally, this book has been the work of a group of scholars concerned with exploring, problematising, and advancing a social justice agenda in universities and would not have been possible without the collaborative collegiality of the authors. It is a privilege to work with such thoughtful and committed colleagues. v Contents 1 Introduction: Social Justice Talk and Social Justice Practices in the Contemporary University 1 Susan Goodwin and Helen Proctor Section I Politics and Perspectives 21 2 Thoughts on Social Justice and Universities 23 Raewyn Connell 3 On Settler Notions of Social Justice: The Importance of Disrupting and Displacing Colonising Narratives 37 Sheelagh Daniels-Mayes, Valerie Harwood, and Nyssa Murray 4 Making Worlds, Making Justice and the Responsibility to Live Justly on Stolen Land 55 Debra Hayes 5 Social Justice Politics: Care as Democracy and Resistance 67 Donna Baines vii viii Contents 6 Pursuing a Social Justice Agenda for Early Childhood Education and Care: Interrogating Marketisation Hegemony in the Academy 81 Marianne Fenech 7 Aboriginal Voices: Social Justice and Transforming Aboriginal Education 97 Cathie Burgess and Kevin Lowe Section II Pedagogies and Practices 119 8 When ‘Participation’ Is Not Enough: Social Justice Practices in Mental Health and Psychiatric Hegemony 121 Emma Tseris 9 Teaching Undergraduate Comparative and International Education: Pedagogy, Social Justice and Global Issues in Education 137 Alexandra McCormick and Matthew A. M. Thomas 10 ‘Teaching’ Social Justice Through Community-Embedded Learning 157 Margot Rawsthorne 11 Little Ego Deaths in the Social Justice Classroom: An Existential Perspective on Student Resistance 173 Remy Yi Siang Low 12 Integrating Human Rights into Teaching Pedagogy: An Embodied Approach 189 Alison Grove O’Grady Contents ix 13 Social Justice and Students with Intellectual Disability: Inclusive Higher Education Practices 207 Michelle L. Bonati 14 Frameworks for Social Justice in Teacher Education: Moments of Restless Sympathy 225 Kelly Freebody Index 243 Notes on Contributors Donna Baines is Director and Professor of Social Work, University of British Columbia, Canada, where she teaches social justice theory and practice. Baines has recently published on care work in the journals Gender, Work and Organization, Critical Social Policy and Work, Employment and Society. Her publications also include the best-selling (in Canada) book, Doing Anti-Oppressive Practice: Social Justice Social Work (Fernwood, 2017, 3rd companion edition), and the co-authored Canadian social work classic text, Case Critical: Social Services and Social Justice (with Banakonda Kennedy-Kissh, Raven Sinclair, and Ben Carniol, Between the Lines, 2017, now in its 7th edition). Michelle L. Bonati is Assistant Professor in Teacher Education at the State University of New York at Plattsburgh, USA. She is also an Honorary Associate in the Sydney School of Education and Social Work and an Associate of the Centre for Disability Research and Policy at the University of Sydney. She earned her PhD at the University of Illinois at Urbana- Champaign, USA. Her research interests include examining approaches for developing inclusive K-12 schools, universities and communities. Her co-edited book, People with Intellectual Disability Experiencing University Life is available from Brill | Sense. xi xii Notes on Contributors Cathie Burgess is Senior Lecturer specialising in Aboriginal Studies and Indigenous education at the University of Sydney. She has extensive teaching and leadership experience in secondary schools and has led key education department research projects working closely with Aboriginal communities in NSW. She is currently working on the following research projects: Aboriginal Voices: Insights into Aboriginal Education, Learning from Country in the City, Community-Led Research Team, The Smith Family Learning for Life Program and the Redfern Family Cultural Strengthening Project. Raewyn Connell is Professor Emerita at the University of Sydney and a Life Member of the National Tertiary Education Union. Her books include The Good University, Southern Theory, Confronting Equality, Schools & Social Justice, Teachers’ Work and Making the Difference. Her sociological research is widely cited and has been translated into 19 lan- guages. Her website is www.raewynconnell.net and Twitter @ raewynconnell. Sheelagh Daniels-Mayes is a Kamilaroi woman who joined the Sydney School of Education and Social Work at the University of Sydney in 2017 as a Fellow in the Wingara Mura Leadership Program and is a lec- turer and researcher in Aboriginal education. In 2016, Sheelagh com- pleted her doctorate titled Culturally Responsive Pedagogies of Success: Improving educational outcomes for Australian Aboriginal students, at the University of South Australia. Sheelagh’s research focuses on building a racism-aware, confident teacher workforce. Marianne Fenech is Associate Professor of Early Childhood Policy and Director of Early Childhood Programs at the Sydney School of Education and Social Work, the University of Sydney. Her research reflects her com- mitment to the development of an equitable system of high quality, inclusive education, and care in Australia, and is informed by poststruc- tural theory and mixed-methods approaches. She is particularly inter- ested in the governing of early childhood services, initial teacher education programmes, and teachers. Her advocacy work includes her role as Chair of the Australian Early Childhood Teacher Education Network.