Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas' "Utopia as method," this article examines these teachers' perspectives on and practices around social…

Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the…

This paper explores the emotional work involved in leading schools in marginalised communities, through case studies of Australian and English government-school principals theorised through Lynch's framework of affective justice and the embedded concepts of love, care and solidarity. Participants demonstrated solidarity in their choice of working…