Reclaiming educational equality : towards a manifesto

Robert Hattam, Wayne Sawyer, Susanne Gannon

Research output: Chapter in Book / Conference PaperChapter

10 Citations (Scopus)

Abstract

If educational equality means anything, then every child has an entitlement to that education provided to the most advantaged members of any nation. Unfortunately, that is not the case in Australia or the UK. In fact, most children in Australia attend public schools that are now increasingly residualised, and they are taught by teachers who struggle with intensification, precariatisation and a loss of professional autonomy. Our young people now attend schools that exist within policy frames that strengthen the processes of social stratification. In the UK, governments have lost sight of what might entail a ‘fair and equal education’ that privileges the interests and well-being of young people in a diverse contemporary nation (BERA, 2015). Under the claims of evidence-based policy – a technocratic and undemocratic turn to ‘what works’ (Biesta, 2007) – educators work in a policy regime that actually turns from evidence.
Original languageEnglish
Title of host publicationResisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities
EditorsSusanne Gannon, Robert Hattam, Wayne Sawyer
Place of PublicationU.K.
PublisherRoutledge
Pages294-301
Number of pages8
ISBN (Electronic)9781315109268
ISBN (Print)9781138089303
Publication statusPublished - 2018

Keywords

  • education
  • educational equalization
  • elementary schools
  • equality
  • social stratification

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