Equality in education : an equality of condition perspective

DC FieldValueLanguage
dc.contributor.authorLynch, Kathleen-
dc.contributor.authorBaker, John-
dc.date.accessioned2010-06-02T16:15:28Z-
dc.date.available2010-06-02T16:15:28Z-
dc.date.copyright2005, sage publicationsen
dc.date.issued2005-
dc.identifier.citationTheory and Research in Educationen
dc.identifier.issn1477-8785-
dc.identifier.urihttp://hdl.handle.net/10197/2035-
dc.description.abstractTransforming 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.en
dc.description.sponsorshipNot applicableen
dc.format.extent181034 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherSage Publicationsen
dc.subjectEqualityen
dc.subjectEducationen
dc.subjectDemocracyen
dc.subjectEmotionsen
dc.subjectRecognitionen
dc.subjectSocial classen
dc.subject.lcshEducational equalizationen
dc.subject.lcshEducationen
dc.subject.lcshEqualityen
dc.titleEquality in education : an equality of condition perspectiveen
dc.typeJournal Articleen
dc.internal.availabilityFull text availableen
dc.internal.webversionshttp://dx.doi.org/10.1177/1477878505053298-
dc.statusPeer revieweden
dc.identifier.volume3en
dc.identifier.issue2en
dc.identifier.startpage131en
dc.identifier.endpage164en
dc.identifier.doi10.1177/1477878505053298-
dc.neeo.contributorLynch|Kathleen|aut|-
dc.neeo.contributorBaker|John|aut|-
dc.description.adminti, kpw2/6/10en
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/1.0/en
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Social Policy, Social Work and Social Justice Research Collection
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