The benefits of drawing upon evidence-based practices in teaching and learning-such as self-regulated learning (SRL)-are well documented. However, effectively translating and implementing this evidence into diverse higher education (HE) teaching and How to cite this article:
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 globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell's claimsmade in Schools and Social Justice, published in 1993-of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.The issue of social justice is not an add-on. It is fundamental to what good education is about. (Connell, 1993, p. 15
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