Equality in education : an equality of condition perspective

Files in This Item:
 File SizeFormat
DownloadLynch and Baker (2005) Equality in Education (pre-print).pdf176.79 kBAdobe PDF
Title: Equality in education : an equality of condition perspective
Authors: Lynch, KathleenBaker, John
Permanent link: http://hdl.handle.net/10197/2035
Date: 2005
Online since: 2010-06-02T16:15:28Z
Abstract: 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.
Funding Details: Not applicable
Type of material: Journal Article
Publisher: Sage Publications
Journal: Theory and Research in Education
Volume: 3
Issue: 2
Start page: 131
End page: 164
Copyright (published version): 2005, sage publications
Keywords: EqualityEducationDemocracyEmotionsRecognitionSocial class
Subject LCSH: Educational equalization
Education
Equality
DOI: 10.1177/1477878505053298
Other versions: http://dx.doi.org/10.1177/1477878505053298
Language: en
Status of Item: Peer reviewed
ISSN: 1477-8785
This item is made available under a Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/1.0/
Appears in Collections:Social Policy, Social Work and Social Justice Research Collection

Show full item record

SCOPUSTM   
Citations 5

86
Last Week
0
Last month
2
checked on Sep 12, 2020

Page view(s) 1

8,974
Last Week
31
Last month
110
checked on Dec 8, 2022

Download(s) 1

22,335
checked on Dec 8, 2022

Google ScholarTM

Check

Altmetric


If you are a publisher or author and have copyright concerns for any item, please email research.repository@ucd.ie and the item will be withdrawn immediately. The author or person responsible for depositing the article will be contacted within one business day.