Now showing 1 - 7 of 7
  • Publication
    Equality : frameworks for change
    Report prepared for the National Economic and Social Forum for the plenary meeting on January 30th 2001
      919
  • Publication
    Equality : a continuing dialogue
    We reply to discussions of "Equality: From Theory to Action" by Harry Brighouse, Joanne Conaghan, Cillian McBride and Stuart White. We find many of their points helpful and treat them as a useful contribution to a continuing dialogue on egalitarianism.
      555
  • Publication
    Inequalities of Love and Care and their Theoretical Implications
    (University College Dublin. School of Social Justice, 2012-08) ;
    In this paper we use the framework developed in Equality: From Theory to Action to review some recent empirical research into caring relationships. This research shows that even within the context of care, inequality is multidimensional. It reveals complex patterns of inequality of work, resources, love and care, power and respect and recognition, shaped by many social factors including gender, social class, family status and disability. We also argue that this research raises important issues for normative political theory. In some cases the implications seem fairly straightforward. In others, it highlights questions that egalitarian theorists need to address more thoroughly.
      1038
  • Publication
    The relationship between poverty and inequality
    Paper prepared for the Combat Poverty Agency and the Equality Authority
      5645
  • Publication
    Equality in education : an equality of condition perspective
    (Sage Publications, 2005) ;
    Transforming schools into truly egalitarian institutions requires a holistic and integrated approach. Using a robust conception of 'equality of condition', we examine key dimensions of equality that are central to both the purposes and processes of education: equality in educational and related resources; equality of respect and recognition; equality of power; and equality of love, care and solidarity. We indicate in each case some of the major changes that need to occur if we are to promote equality of condition. Starting with inequalities of resources, and in particular with inequalities tied to social class, we argue for abandoning rigid grouping policies, challenging the power of parents in relation to both selection and grouping, and changing curricula and assessment systems to make them more inclusive of the wide range of human intelligences. In relation to respect and recognition, we call for much more inclusive processes for respecting differences, not only in schools' organizational cultures, but also in their curriculum, pedagogy and assessment systems. Regarding inequalities of power, we call for democratization of both teacher-student relationships and school and college organization. For promoting equality of love, care and solidarity, we argue that schools need to develop an appreciation of the intrinsic role that emotions play in the process of teaching and learning, to provide a space for students and teachers to talk about their feelings and concerns, and to devise educational experiences that will enable students to develop their emotional skills or personal intelligences as a discrete area of human capability.
    Scopus© Citations 138  23310
  • Publication
    Equality : putting the theory into action
    We outline our central reasons for pursuing the project of Equality Studies and some of the thinking we have done within an Equality Studies framework. We try to show that a multi-dimensional conceptual framework, applied to a set of key social contexts and articulating the concerns of subordinate social groups, can be a fruitful way of putting the idea of equality into practice. Finally, we address some central questions about how to bring about egalitarian social change.
      5456Scopus© Citations 8
  • Publication
    A framework for equality proofing
    (University College Dublin. Equality Studies Centre, 1995-04) ; ; ;
    Paper prepared for the National Economic and Social Forum
      820