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dc.contributor.authorBøyum, Steinar
dc.date.accessioned2014-11-07T16:39:45Zen_US
dc.date.accessioned2014-11-11T09:24:58Zen_US
dc.date.accessioned2014-12-04T14:08:29Z
dc.date.available2014-12-04T14:08:29Z
dc.date.issued2014-25-03eng
dc.identifier.issn0268-0939
dc.identifier.urihttps://hdl.handle.net/1956/8839
dc.description.abstractEducational policy depends on assumptions about fairness in education, whether they are made explicit or kept implicit. Without a view of fairness, one would be in the dark as to what should be done about the reproduction of social inequality through education, or whether or not anything should be done at all. The aim of this paper is to uncover the view of fairness in Organisation for Economic Co-operation and Development (OECD) education policy. It is based on an analysis of the normative argumentation concerning educational fairness in a set of policy documents from the last seven years, with special emphasis on the association between social background and educational achievement. The main result of the analysis is that the OECD explicitly operate with a loose idea of equal opportunity, compatible with even a merely formal equality, but implicitly with a meritocratic variant of fair equality of opportunity. In the final section, I argue that the OECD approach to fairness suffers from a limitation in that it considers educational justice in isolation from social justice in general.en_US
dc.language.isoengeng
dc.publisherRoutledgeeng
dc.rightsAttribution CC BYeng
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/eng
dc.subjectequity
dc.subjectfairness
dc.subjectjustice
dc.subjecteducation policy
dc.subjectequality of opportunity
dc.subjectargumentation analysis
dc.subjectOECD
dc.titleFairness in education - a normative analysis of OECD policy documentseng
dc.typePeer reviewed
dc.typeJournal article
dc.date.updated2014-11-07T16:39:45Zen_US
dc.description.versionpublishedVersion
dc.rights.holderCopyright 2014 The Author(s)
dc.identifier.doihttps://doi.org/10.1080/02680939.2014.899396
dc.identifier.cristin1134071
dc.source.journalJournal of education policy
dc.source.4029
dc.source.146
dc.source.pagenumber856-870
dc.subject.nsiVDP::Social sciences: 200::Education: 280::General education: 281eng
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281nob


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Except where otherwise noted, this item's license is described as Attribution CC BY