Towards equity in the futures market

curriculum as a condition of access

Linda J. Graham

Research output: Contribution to journalArticle

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Abstract

This article provides a consideration of the problem of equity in education. In the first part of the discussion, the author draws on philosophical and sociological literature to consider what equity means and its implications for education. Drawing on work by Burbules, Lord and Sherman, she looks to curriculum as a condition of access and the importance of learning support structures in bringing about equitable educational outcomes, conceived in terms of Amy Gutmann’s democratic threshold. The article offers a conceptual-theoretical model for thinking about the resourcing and curricular requirements for equity in contemporary liberal democratic societies, contrasting the social and economic policy mixes employed by governments situated at different points along a liberty/equality continuum.
Original languageEnglish
Pages (from-to)535-555
Number of pages21
JournalPolicy Futures in Education
Volume5
Issue number4
DOIs
Publication statusPublished - 2007

Bibliographical note

Copyright the Publisher [2007]. The original article can be found at http://dx.doi.org/10.2304/pfie.2007.5.4.535. Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.symposium-journals.co.uk/.

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