Imperfections in Education: Social Justice vs Social Classes

Is the concept of social justice compatible with social classes?

After drafting an essay which focused on social justice and identity in education, I began to question the reality of 'equality and fairness' in institutionalized teaching systems. I wondered whether or not an average school was capable of transforming students into adults who would be considered assets to society; wise and motivated leaders of a future nation. I came to realize many things; ultimately I learnt that 'proper' education is vital for our transformation from ignorance through learning to understanding. However, this simplistic model is strictly theoretical and although it may be seen fundamental and self evident, it is an illusion because it assumes a 'perfect system'. It does not effectively represent the true nature of modern schooling in western culture, including Australia.  

“Schools bring little influence to bear on a child's achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood, and peer environment are carried along to become the inequalities with which they confront adult life at the end of school”

After reading an article, albeit published in 1966, by James Samuel Coleman, I was exposed to the idea that schools are ineffective for a number of reasons. These reasons all stem from the lack of social justice which should be the underlying foundation for curriculum and teaching practices. 

1. Why should a student's socioeconomic status be at the forefront of a young person's ability to access education? Surely the teaching of young people is invaluable, especially for those who are disadvantaged.

2. If learning leads to our removal from ignorance, how is it possible for students to attend school yet retain social prejudice? I am not proposing a "tolerance class" merely commenting on the lack of education regarding morality, meditation and philosophy. These subjects, allow one to reflect on issues and transcend hardship with wisdom rather than violence of negativity. 

3. Lastly, it is blatantly obvious that students are taught what to think but why not how to think? Our perception of cultures, people and nature arises from the mind, thus students should be shown methodology concerning the formulation of ideas and arguments. Shouldn't we reward logic rather than conformity. Truth isn't measured in mass appeal.  

To conclude, Nel Nodding's famously wrote in her 2003 report "Happiness and Education" that, "Our society has simply decided that the purpose of schooling is economic – to improve the financial condition of individuals and to advance the prosperity of a nation… Surely there is more to education than this." I agree with this claim and believe that schooling should not ultimately function as a means to produce workers. We chain ourselves to an invisible economy and base an education system on the priorities of the global market. This type of education is shallow and misleads us from the real issues which are universally relevant to the human experience. I stress the significance of "proper learning" -  which strives to achieve 'honorable goals' and a curriculum based on concepts of human rights with principles in freedom and fairness for the progression of humanity.