Inequality in Education: A Critical Analysis

Jacob, W. James; Holsinger, Donald B.

doi:10.1007/978-90-481-2652-1_1

Cited by 19 publications

(10 citation statements)

References 85 publications

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“…For instance, píngděng (equivalent to equality) means the sameness in the distribution of resources, such as equal rights to access and equal opportunities (e.g. Coleman, 1968;Jacob & Holsinger, 2008;Samoff, 1996). Gōngpíng (equivalent to equity) means fairness, justice and impartiality in the distribution of education (e.g.…”

Section: Introductionmentioning

confidence: 99%

Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China

Xing-guo

Rinne

Kallo

2018

Nordic Journal of Studies in Educational Policy

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As the world's second-largest economy, China faces great challenges in educational equality and equity. This article examines the evolution of discourses surrounding educational equality by focusing on how Chinese central governments from the 1980s to the 2010s have formulated this issue. Through key national policy documents and drawing upon Espinoza's equality-equity model, we analyse the sociopolitical context of changes in China's educational discourse and come to the conclusions that in the 1980s, shifting the government's agenda to economic reforms, national poverty subsumed the issue of educational equality. In the 1990s, according to the inherited political rationale, the government treated educational inequality as a 'necessary process' of Chinese socialist market economy. Since the 2000s, equality and equity has become an 'urgent issue' as the government's agenda has shifted focus to stabilizing the nation's economy and society. We propose labelling these three stages of equality-equity discursive departure in the 1980s, continuity and rupture in the 1990s, and prioritization since the 2000s.

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Section: Introductionmentioning

confidence: 99%

Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China

Xing-guo

Rinne

Kallo

2018

Nordic Journal of Studies in Educational Policy

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“…Among others, individuals' or families' economic background, gender, location and ethnic background etc. are the often focused sources of unequal education access in these studies (Jacob and Holsinger, 2009). The studies are mainly based on qualitative research methods such as interviews, field experiments and case studies.…”

Section: Literature Reviewmentioning

confidence: 99%

Regional Inequality of Higher Education Resources in China

Liu

Ma²

2018

Front Educ China

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“…The education Gini has been used to compare inequity across different regions within a country, such as Korea (Burt & Park, 2008), or internationally (Jacob & Holsinger, 2009;Thomas & Wang, 2008). Additionally, it can be correlated to indicators of national wealth such as Gross Domestic Product (GDP) (Jacob & Holsinger, 2008). WIDE/UNESCO data enables comparison across percentiles of wealth across countries, though with such data sets it may be difficult to ensure the information is accurate, or collected from the same time period: for instance, a 2010 UNESCO report compares educational achievement to wealth across several countries, using data from 2000 for Gabon and from 2007 in the Democratic Republic of Congo (p.140).…”

Section: Classmentioning

confidence: 99%

The Challenge of Comparing Fluid Categories: Race and Class in Educational Research

Jackson

2014

Jice

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Race and class are two of the most significant factors associated with educational inequality within and across societies. However, their definitions and significance vary over time, and from one place to another. As subjective factors related to identity, they also impact on one another in their effects on educational access and equity. These issues create challenges for conducting comparative educational research that effectively explores one or both of these factors. This essay examines challenges employing race and class in comparative educational research. Race and class are analysed separately, illustrating that ethical and political issues, not just conceptual miscommunications, are at stake in defining and using these categories. The geographical and political complexity of using race and class are also reflected on more generally, and the argument is put forward that analytic and self-reflexive understanding of diversity is needed for the development of fruitful understanding of the relationship between race and class and educational equity and justice.

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Inequality in Education: A Critical Analysis

Cited by 19 publications

References 85 publications

Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China

Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China

Regional Inequality of Higher Education Resources in China

The Challenge of Comparing Fluid Categories: Race and Class in Educational Research

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