Putting Educational Equality in Its Place

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Bibliographic Details
Title: Putting Educational Equality in Its Place
Language: English
Authors: Brighouse, Harry, Swift, Adam
Source: Education Finance and Policy. Fall 2008 3(4):444-466.
Availability: MIT Press. 238 Main Street Suite 500, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-577-1545; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Peer Reviewed: Y
Physical Description: PDF
Page Count: 23
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Equal Education, Educational Principles, Values, Economic Progress, Family (Sociological Unit), Disadvantaged
DOI: 10.1162/edfp.2008.3.4.444
ISSN: 1557-3060
Abstract: Educational equality is one important value of justice in education, but it is only one. This article makes a case for a meritocratic principle of educational equality and shows that certain arguments against that principle do not justify rejecting it. It would be wrong to, for the sake of educational equality, undermine the value of the family or economic growth in ways that damage the prospects for flourishing of the least advantaged. But insofar as educational equality can be improved without harming those other values, it should be pursued; in practice, educational equality can be pursued effectively within the limits set by those values.
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ851525
Database: ERIC
FullText Text:
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  Data: Educational equality is one important value of justice in education, but it is only one. This article makes a case for a meritocratic principle of educational equality and shows that certain arguments against that principle do not justify rejecting it. It would be wrong to, for the sake of educational equality, undermine the value of the family or economic growth in ways that damage the prospects for flourishing of the least advantaged. But insofar as educational equality can be improved without harming those other values, it should be pursued; in practice, educational equality can be pursued effectively within the limits set by those values.
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