Towards equity in the futures market: curriculum as a condition of access

Linda J. Graham

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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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