Search Results

You are looking at 1 - 2 of 2 items for

  • Author or Editor: Lizzi O. Milligan x
Clear All Modify Search

While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do this through discussing one form of justice in education – epistemic justice – and developing our conceptualisation of an epistemic core. Drawing on Elmore’s instructional core, this includes openness to students’ experiences and the place where they live, rich pedagogies and a broad range of epistemic resources. We argue that this is one way that secondary education’s contribution to sustainable and just futures could be made more concretely possible.

Open access

This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated fear, are part of many learners’ everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

Open access