Article Sidebar

Submitted
June 7, 2020
Published
June 30, 2019
Download
pdf (Język Polski)
Statistic
Read Counter : 171 Download : 100

Main Article Content

Abstract

The paper reflects on the concept of equality of educational opportunities from the perspective of pedagogy, which is seldom used to analyze it. The main thesis of the paper assumes that the idea of equality of educational opportunities, so commonly used in educational policymaking, comes from a sociological background and therefore does not have a strictly educational content and meaning – which has conse-quences for the way it interacts with education. To develop this thesis, I will use a theoretical framework proposed by Piotr Zamojski. It is based on the classification of three phases or types of educational theories – technological-instrumental, critical and performative ones. Such approach allows to combine the ideological context with differences in the theoretical approach to educational research when analyzing the history of the concept of equal opportunities. The analysis shows that the concept is born in the technological-instrumental paradigm, and is still firmly rooted there, despite the shifts in its ideological content (from the egalitarian to the meritocratic). The concept of equal opportunities has helped “colonize” education, making it a major instrument of social policy from the 60’s onwards. But – as thinkers representing the critical perspective exposed – that tool was not, and could not have been a successful one in really changing the social structure. The paper finally gives voice to the third perspective, the performative one, which gives us hope for (re)filling the concept of equality of educational opportunities with educational meaning and sense, mainly through the propositions of Jacques Rancière.

Article Details

License

Copyright (c) 2019 Teraźniejszość - Człowiek - Edukacja

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

TCE (INSTED) is an open access journal, which means that access to the full texts is free of charge. People using the journal may download publications, copy and print them, as well as post on their websites links to the full texts of the journal's publications. Texts can be used as long as readers do not exceed the licenses. Authors submitting manuscripts for publication obtain copyrights. Unless otherwise specified, published texts are available under the Creative Commons Attribution - Share Alike 4.0 International license.

How to Cite
Blumsztajn, A. (2019). Equality of Opportunities as a Non-Educational Concept. INSTED: Interdisciplinary Studies in Education & Society, 22(2(86), 1–17. Retrieved from https://insted-tce.pl/ojs/index.php/tce/article/view/87
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. ALEXIADOU N., 2002, Social Exclusion and Educational opportunity: the case of English education policies within a European context „European Conference on Educational Research”, University of Lisbon.
  2. BERNSTEIN B., 1990, Odtwarzanie kultury, PIW, Warszawa.
  3. BIESTA G., 2010, A New Logic of Emancipation: the Methodology of Jacques Rancière, University of Illinois, Educational Theory, No. 60 (1).
  4. BLUMSZTAJN A., 2003, Modele wyrównywania szans edukacyjnych – Stany Zjednoczone i Francja, Polityka Społeczna, nr 5–6.
  5. BOUDON R., 1979, L'inégalité des chances, Librairie Armand Collin, Paris.
  6. BOURDIEU P., 2006, Medytacje Pascaliańskie, PWN, Warszawa.
  7. BOURDIEU P., PASSERON J.C., 1964, Les Héritiers les étudiants et la culture, Les éditions de minuit, Paris.
  8. BOURDIEU P., PASSERON J.C., 2012, Reprodukcja, PWN, Warszawa.
  9. CHESNÉ J.-F. (ed.), 2016, Inégalités sociales et migratoires: Comment l’école amplifie-t-elle les inégalités?, Cnesco, Paris.
  10. COLEMAN J. et al., 1966, Equality of Educational Opportunity, National Center for Education Statistics, Washington D.C.
  11. COLEMAN J., 1967, The concept of equality of educational opportunity, Harvard Educational Review, spring issue.
  12. COLEMAN J., 1975, What is meant by an „Equal educational opportunity”?, Oxford Review of Education, Vol. 1(1).
  13. DUBET F., 2008, Faits d’école, Éditions de l’École des Hautes Études en Sciences Sociales, Paris.
  14. GORDON L.N., 2017, If opportunity is not enough: Coleman and his critics in the era of equality of results, History of Education Quaterly, Vol. 57(4).
  15. GRAHAM P.A., 1980, Whither Equality of Educational Opportunity?, Daedalus, Vol. 109, No. 3.
  16. HILL H.C., 2017, The Coleman Report, 50 years on: what do we know about the role of schools in academic inequality?, Annals of the American Academy of Political and Social Science, Vol. 674(1).
  17. KANTOR H., LOWE R., 2013, Educationalizing the Welfare State and Privatizing Education: The Evolution of Social Policy Since the New Deal [in:] P.L. Carter (ed.), Closing the Opportunity Gap, Oxford University Press, New York.
  18. KANTOR H., LOWE R., 2017, What difference did the Coleman Report make?, History of Education Quaterly, Vol. 57(4).
  19. KWIECIŃSKI Z., 2007, Sprawiedliwa nierówność czy niesprawiedliwa równość? Implikacje edukacyjne, Nauka, nr 4.
  20. LAZENBY H., 2016, What is equality of opportunity in education?, Theory and Research in Education, nr 14(1).
  21. MASSCHELEIN J., SIMONS M., 2013, In Defense of the School A Public Issue, E-ducation, Culture and Society Publishers, Leuven.
  22. MAURIN E., 2007, La nouvelle question scolaire, Editions du Seuil, Paris.
  23. MEIGHAN R., 1993, Socjologia Edukacji, Wydawnictwo UMK, Toruń.
  24. MELLIZO-SOTO M., 2000, Governments, equality and education policy: a tentative study of the French case, Unidad de Politicas Comparadas (CSIC), http://ipp.csic.es/sites/default/files/content/workpaper/2000/dt-0012.pdf (dostęp: 12.11.2017).
  25. RANCIÈRE J., 2004, Le maitre ignorant, 10/18, Paris.
  26. RANCIÈRE J., 2010, Le philosophe et ses pauvres, Flammarion, Paris.
  27. SZKUDLAREK T., 2015, Różnice, równość i edukacja: polityki inkluzji i ignorancja, [w:] A. Komorowska-Zielony, T. Szkudlarek (red.), Różnice, Edukacja, Inkluzja, Wydawnictwo Uniwersytetu Gdańskiego, Gdańsk.
  28. ZAMOJSKI P., 2014, Od demaskacji ku budowaniu. Po-krytyczna perspektywa badań pedagogicznych, Teraźniejszość – Człowiek – Edukacja, nr 67(3).
  29. ZAMOJSKI P., 2015, Philosophy for Education – an attempt at exercise in thought, Kwartalnik Pedagogiczny, nr 1 (233).
  30. ZAMOJSKI P., 2018, Trzy dydaktyki. Wykład monograficzny, Instytut Pedagogiki UG, Gdańsk.