'Schools are for us': The importance of distribution, recognition and representation to creating socially just schools

This chapter is concerned with how schools may become more socially just and inclusive of all young people. The relationship that exists between social justice and schooling has long been an interest of educational researchers (see, for example, Ayers, Quinn & Stovall 2009; Connell 1993; Gale & Densmore 2000; Gilbert et al. 2013; Sturman 1997; Vincent 2003). This interest has usually focussed on critiquing traditionally accepted structures and practices within mainstream schooling, both public and private. We agree with many of these critiques; schools have not been great places for many young people, especially those from marginalised backgrounds. Drawing upon the insights made possible by these critiques, we put forward some possibilities for hope, and attempt to contribute to relatively recent research which attempts to support the creation of socially just schools (see for example, Apple & Beane 2007; Francis & Mills 2012; Hayes 2012; Johnston & Hayes, 2007; Keddie 2012; Mills & McGregor 2014; te Riele 2007, 2010).