Education policy for social justice in Cyprus: The role of stakeholders’ values

Christina Hajisoteriou, Panayiotis Angelides

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This article examines (a) the official policy for social justice as developed by the Ministry of Education and Culture and its policy-makers, (b) the ways in which school leaders (head teachers) and school actors (teachers) understand education policy for social justice, and (c) the impact of this process on school leaders’ and actors’ action or inaction for social justice. Data collection was based upon the analysis of policy documents related to education and social justice. Moreover, interviews were carried out with officials working within the Cyprus Ministry of Education and Culture and head teachers and teachers from five participant schools in Cyprus. The political culture fostered an access-based social-justice orientation. Across levels, the interviewees prioritised equity of access, suggesting all children’s right to access and participation in the school community. Nonetheless, as their values were exclusive of outcome-oriented definitions of equity, they impeded action on social justice.

Original languageEnglish
Pages (from-to)157-170
Number of pages14
JournalEducation, Citizenship and Social Justice
Volume9
Issue number2
DOIs
Publication statusPublished - 1 Jul 2014

Keywords

  • curriculum
  • Cyprus
  • reform
  • social justice

Fingerprint Dive into the research topics of 'Education policy for social justice in Cyprus: The role of stakeholders’ values'. Together they form a unique fingerprint.

  • Cite this