Equality and Education (original) (raw)

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Equality in education is traditionally defined through a classical liberal perspective, focusing on equal rights for access but not equal outcomes. This perspective has led to persistent inequalities compounded by socio-economic disparities and a neo-liberal agenda that emphasizes individualism over collective responsibility. The paper advocates for a comprehensive approach to equality in education, proposing four policy objectives: economic equality, socio-cultural equality, political equality, and affective equality, to address various dimensions of inequality such as class, gender, ethnicity, and recognition.

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The New European Political Arithmetic of Inequalities in Education: A History of the Present

Social Inclusion

The article describes the emergence and development of positive epistemology and quantification tools in the dynamics of inequalities in education. It contributes to a history of the present at a time when datafication and experimentalism are reappearing in educational policies to justify the reduction of inequalities across international surveys and randomised controlled trials. This socio‐history of metrics also sheds light on transformations about relationships historically established between the welfare state and education that have shaped the representation of inequalities and social programs in education. The use of large‐scale surveys and controlled experiments in social and educational policies developed in the 1920s and 30s, even if their methods and techniques have become more sophisticated due to statistical progress. However, statistical reasoning is today no less persuasive in justifying the measurement of student skills and various forms of state intervention for “at‐...

European and Global Inequality

Imagine a world where no one suffered from severe material deprivation. This is a hypothetical world very different from our own. In this hypothetical world, a souped-up version of the Millennium Development Goals has already been attained; no country suffers from a persistent poverty trap; and everyone survives on the equivalent of at least a few dollars a day. Yet this is a world where the gap between rich and poor countries remains very large; where people in the poorest countries are still very poor; and where even in the richest countries, material inequality is pronounced. What duties of redistribution do members of rich countries have towards the members of poor countries in this hypothetical world? This question poses no problem at all for those who reject duties of redistribution at the domestic level. The libertarians' rejection of global redistribution simply carries over from their rejection of domestic redistribution. This question does, however, pose a problem for egalitarian liberals-particularly to those egalitarian liberals who stress the equal moral worth of all individuals. To be born in one of the world's poorest countries is to experience a level of inequality that sits uneasily with equal moral worth. This form of inequality does not disappear when the poorest countries have risen above the level of severe material deprivation. Yet rather than recognize the injustice of global inequality, many egalitarian liberals-most famously John Rawls-have argued that rich countries have no duties of redistribution to poor countries. These "anti-cosmopolitans" offer various arguments for refusing to recognize the

Education, equality and the European social model

Social welfare and education have been themes in European collaboration since the early days of the Treaty of Rome. Especially after the establishment in 2000 of the Lisbon agenda the EU has stepped up its efforts in these two areas and has integrated both of them in a strategy for growth and employment. The importance of education is often mentioned in EU documents on social welfare. However, European policies in the areas of welfare and education are marked by a fundamental tension between the pursuit of capitalist growth on one hand, the pursuit of social justice and equality on the other. This often leads to an impoversihed conceptualisation of education as just another service to be delivered on the market. A more holistic approach to education policy is necessary, an approach which takes account of the broader conditions of equality and includes not only the economic, but also the political, cultural and affective dimensions of educational equality.

Economic Inequality| Contrasting Conceptions, Discourses and Studies of Economic Inequalities

International Journal of Communication, 2017

Having been largely ignored for decades, the issues of economic and social inequalities have regained mainstream political attention in the Western capitalist countries in recent years. The inequality and austerity trends of recent decades pose significant challenges and implications for the prevailing models of liberal and electoral democracy, the structures and distribution of power, and in turn for understanding the role and practices of professional journalism and news media. Clearly, different conceptualizations, definitions, and framings of inequality and socioeconomic justice are central to the conduct and outcomes of such struggles over the future shape of the social order. This article begins by introducing the topic and competing conceptualizations of inequality. The second section, Modern Political and Economic Discourses and Inequality: Liberal and Others, provides a brief, if selective, overall review of how inequality matters have been addressed and understood in moder...

Inequality in Education: A Critical Analysis

Several leading development agencies had posited education and equity as key themes at the onset of the 21st century. The United Nation's Millennium Development Goal (MDG) No.2 “Achieve Universal Primary Education” and MDG No.3 “Promote Gender Equality and Empower Women” are devoted to educational attainment and equity on a global level. UNESCO's Institute for Statistics (Sherman & Poirier 2007) recently published a book that compares education equity among 16 of the world's largest countries. Although the focus of this UNESCO volume was limited—using access to formal schooling and allocated resources to education as operational definitions of equity in the case countries— the selection of this topic by UNESCO emphasizes the urgency of education inequality analysis by and for educators, researchers, and policy makers. The World Bank's World Development Report(WDR) features a global development issue thought to be especially timely. The WDRs are generously funded and typically of high professional rigor. The discipline of economics is always well reported as expected. The WDR for 2006, in a line of such reports dating back to 1978, is titled Equity and Development. Equity or equality and its ubiquitously maligned antonym, inequality, is a theme that appears with uniform regularity in the publications of major development agencies as well as finding a home in the development prospectus of the smallest nongovernmental organizations. Linking equity to development in the title of the WDR 2006 will provide grist for the mill of only the most hardened of World Bank critics. Like us, many development professionals recognize the World Bank, with its enormous reach and prestige, for placing equity front and center on the development stage.But why the urgency now? And, in any case, should our concern with equity go beyond the ideal of social justice to the heart of a development agenda? What is the known relationship, if any, between equity and development? And what role, if any, does inequality in educational attainment or learning achievement play in a nation's development ranking?

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Inequality in education

Inequality and Education The Relationship between Rising Economic Inequality and Educational Attainment and Achievement, 2016