Equal Opportunities at school: Mission impossible? (original) (raw)
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Equal Chances in Education – Rights and Opportunities for All
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The aim of this article is to contextualize the meaning of equal educational opportunities in order to understand the pattern of chances for education from a social justice perspective. Also, this paper wants to provide specific characteristics of equal rights and opportunities in education. We already know that in educational institutions, the educators and students are different in terms of various factors. These include race, religion, ethnicity, gender, age, educational qualifications and socioeconomic background. Equal chances in education are an important sign of a good society with an improved educational system and attention for all students to achieve objectives.
What is equality of opportunity in education
There is widespread disagreement about what equality of opportunity in education requires. For some it is that each child is legally permitted to go to school. For others it is that each child receives the same educational resources. Further interpretations abound. This fact presents a problem: when politicians or academics claim they are in favour of equality of opportunity in education, it is unclear what they mean and debate is hindered by mutual misunderstanding. In this article, I introduce a framework to ameliorate this problem. More specifically, I develop an important but neglected framework for the concept of equality of opportunity and apply it to examine particular conceptions of equality of opportunity in education. In doing this, I hope to produce a piece of applied conceptual analysis that can both help clarify existing positions within the equality of opportunity in education debate and allow those seeking to produce new positions to express them more clearly.
Equal Opportunity in Education: A Perspective from Below
Contemporary Voice of Dalit , 2019
The aim of this article is to contextualize the meaning of equal educational opportunities and its distributional pattern in Indian society from the perspective of justice. This article also attempts to answer the following questions: (a) The meaning of equal opportunities in education: for whom is the education intended? and (b) What is the pattern of educational distribution and inequalities in educational opportunities? Finally, the article also elaborates on the relationship between state, society and education; how the state favours certain ideologies which perpetuate the denial of education and create problematic situation for low-caste students in their access to educational institutions.
Some still more equal than others? Or equal opportunities for all? (2011)
Inequality limits young people's chances in life. Yet equality is the basis of democracy and Article 14 of the European Convention on Human Rights secures the rights and freedoms of the young "without discrimination on any ground".Research shows that inequality - in opportunities, wealth or health, for example - is widespread in Europe and that the citizens of richer countries do not necessarily have healthier profiles than those of poorer countries. The citizens of egalitarian countries, on the other hand, have the highest life expectancy.This book examines many aspects of inequality and opportunity for young people including schooling, employment, social exclusion, labour migration, trafficking, disability, cultural and religious discrimination, youth work, and opposition and resistance.
Education is one of the most unequally distributed goods, and this has led to people's opportunities in life to differ greatly. Depending on how we conceive the value of education, the duties of the state regarding its distribution vary. This paper looks at the tension between two philosophical approaches to the value of education (individual and positional values), looking for a common ground where to support a more just and efficient distribution of educational opportunities for the world's most vulnerable children. The paper presents two approaches to the value of education (individual and positional), and analyzes how they affect its possible distribution. Second, it looks at our traditional framework of educational justice, based on meritocracy and equality of opportunity, and assesses its justifications, analyzing how it complies with the different values of education. The paper closes by presenting a possible redistributive mechanism for making the distribution of educational opportunities more just.
Equalizing Opportunities Globally: Objections, Justifications, and the Way Forward
2006
How inclusive the scope of justice is, what we take the unit of moral concern to be, and what principles we think are globally relevant are pressing questions in light of the world in which we currently live. Our answers to each of these questions heavily bear on the life chances of literally billions of people who suffer and die every year unnecessarily. Over one billion people still live in abject poverty and survive on less that $1 a day, and at least ten million children die each year before they reach the age of five. These are shocking figures when we take into account that almost all of these children are from poor communities in short, millions of children die every year simply because of where they are born. It is clear that this is a source of severe injustice for persons who are not lucky enough to have been born into western societies where reading and writing philosophy is possible. This thesis concerns itself with this injustice, and attempts to answer each of these qu...
Inequality of Opportunity in Education
2014
The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.