The article examines inequality as a problem relevant to the subject area of social pedagogy, the deeper conceptualization of which would contribute to enriching its thesaurus. Using the historical-comparative method and the method of qualitative analysis of the publications devoted to social inequality, the author highlights the main approaches for its research. Based on the analysis undertaken, it is noted that social inequality is important to consider as a complex phenomenon determined by the various factors that are perceived as key causes of status differences between individuals. Its reproduction is determined by the peculiarities of the functioning of social institutions and the distribution of resources within the existing stratification model of society, the influence of which is dynamic and depends on specific historical conditions. Following the conceptual-theoretical and methodological framework proposed by Göran Therborn, an attempt is made to examine social inequality from the standpoint of social constructivism. Such an approach could become a productive tool for assisting professionals in the field of social pedagogy.
The article is dedicated to one of the fundamental social problems – the problem of inequality in the field of education and the mechanisms of its reproduction. The author's view of the problem is related to understanding the evolution of the institute of education in the light of the accompanying scientific discourse, which usually starts with the issue of equal access to educational resources, and then emphasizes on discussing the possibilities for equality of educational outcomes. The author traces several main stages that reveal the progressive movement of the institutional nature of education, especially in the direction of expanding its accessibility, openness and efficiency, which at the same time remains firmly embedded in the existing system of stratification. Attention is paid mainly to the analysis of the way in which the institutional instruments in the form of selection and differentiation are materialized in the complex mechanisms and realities of the pedagogical process and contribute to the exacerbation of educational inequalities.
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