Promoting Distributive Justice in Education and the Challenge of Unpredictability

Gilead, Tal

doi:10.1007/s11217-019-09655-2

Cited by 9 publications

(8 citation statements)

References 34 publications

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“…Compared with HiAP, education research describes equity policy as relatively contested. There are more debates on fair or acceptable inequalities in relation to socio‐economic background, regarding: The difference between horizontal equity (equal provision regardless of background) and vertical equity (unequal provision to mitigate against unequal backgrounds). Equity based on ‘merit’ , which contributes to ‘severe inequalities’ in outcomes, a threshold of attainment , which maintains ‘relative advantages’, and justice , to redistribute resources to reduce geographical inequalities or pursue equality of outcomes such as attainment. The extent to which the state should take responsibility for education inequalities (Gilead, 2019: 439). These debates inform competing international agendas (Cairney & Kippin, 2021). One is a social justice narrative that represents education’s closest equivalent to HiAP: initiatives promoted by the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2021a, 2021b, 2021c) to treat education as a human right, challenge marginalisation in relation to ‘sex, ethnic/social origin, language, religion, nationality, economic condition, ability’, and foster early years education; and the UN Sustainable Development Goal 4 to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.…”

Section: Education Equity Strategiesmentioning

confidence: 99%

Policy design for territorial equity in multi‐level and multi‐sectoral political systems: Comparing health and education strategies

Cairney

Kippin

Denny

et al. 2022

Regional Science Policy & Practice

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The EU has many plans to foster equity and spatial justice. However, each has separate reference points and it is difficult to find an overall vision. To demonstrate, we analyse two sectoral strategies to identify their implications for spatial justice strategies. Education focuses on early investment and public service reform. Health prioritizes intersectoral action to address the 'social determinants' beyond the control of health services. Both warn against equating territorial cohesion or spatial justice with equal access to public services. These findings could inform European Commission strategy, but it tends to respond with renewed rhetoric rather than reconsidering its approach.

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Section: Education Equity Strategiesmentioning

confidence: 99%

Policy design for territorial equity in multi‐level and multi‐sectoral political systems: Comparing health and education strategies

Cairney

Kippin

Denny

et al. 2022

Regional Science Policy & Practice

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“…These include the use of 'high quality' teachers; remedial teaching; curriculum differentiation; or specific curriculum interventions in areas such as literacy and numeracy (Bulkley, 2013;Cairney & Kippin, 2021;Chong, 2017;Cochran-Smith et al, 2017). Many countries have also adjusted the allocation of education funding to take account of factors such as socio-economic status (Gilead, 2019).…”

Section: Equity 2: Equity As a Response To Individual Needs And Chara...mentioning

confidence: 99%

The Tricky Concept of ‘Educational Equity’ – In Search of Conceptual Clarity

Edgar¹

2022

Scott. Educ. Rev.

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Within the social sciences, the term equity has a helpful and precise meaning – referring to a differentiated response to an individual’s distinct needs or circumstances. However, since the 2000s ‘equity’ has been recontextualised within national and international education policymaking as a generic term. This recontextualisation has led to ‘equity’ being used uncritically to refer to a range of related, and sometimes contradictory, concepts. This article draws on the literature to identify five framings of ‘educational equity’ within recent policy. It suggests that only one of these – which emphasises responsiveness to individual needs or characteristics – has clear conceptual alignment with the core principle of equity. The others either relate more strongly to the principle of equality or emphasise the tracking and measurement of outcomes. This article highlights the need for conceptual clarity to ensure the principle of equity is a helpful one in informing research, policy, and practice.

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“…All three view "the importance of equal access to primary education as central to justice" [10] (p. 467). Obstacles to educational and distributive justice are also typified as conflicting interests [9], unpredictability [11] (p. 439), natural contingencies [12] (p. 473) and even talents [13], along with different interpretations of what talent means.…”

Section: Educational and Distributive Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

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Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice.

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Promoting Distributive Justice in Education and the Challenge of Unpredictability

Cited by 9 publications

References 34 publications

Policy design for territorial equity in multi‐level and multi‐sectoral political systems: Comparing health and education strategies

Policy design for territorial equity in multi‐level and multi‐sectoral political systems: Comparing health and education strategies

The Tricky Concept of ‘Educational Equity’ – In Search of Conceptual Clarity

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

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