Children’s education and the struggle for social change
in Radical childhoods
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This chapter presents a conceptual analysis of social class, radical education and the role of children’s education in social change. First, it argues that the move towards understanding social inequality through the terminology of ‘disadvantage’ and ‘exclusion’ fundamentally delimits the analysis of social power. In response, this chapter develops a reflexive understanding of social class, which can attend to the inter-related dynamics of gender and race inequality and oppression. Second, bringing together analyses of critical social theory with the social history of radical education, Gerrard sets out a general orientation to mobilising the concept of emancipation for radical education. Finally, drawing upon Gramsci’s notion of counter-hegemony, this chapter considers Nancy Frasers’ conception of counter-publics as a possible means to understand the relationship of children’s education to radical social change.

Radical childhoods

Schooling and the struggle for social change

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