Equality in education sde1

SDE1

Xyrille Yves Zaide

BSED IV

EQUALITY IN EDUCATION

HUMAN RIGHTS # 26 THE RIGHT TO EDUCATION

1.Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and general education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2.Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the UN for the maintenance of peace.

3.Parents have a prior right to choose the kind of education that shall be given to their children

4 CORE EQUALITY ISSUES:

ECONOMIC

POLITICAL

SOCIO-CULTURAL

AFFECTIVE

ECONOMIC RELATIONS

• Concerned with the production, distribution and exchange of goods and services.

ECONOMIC INJUSTICE

• Unequal distribution of material resources and inequality in their ownership and control.

• Unequal opportunity of people to improve their economic position, especially through education.

RESOLUTION

• A distributive or redistributive politico-economic systems in terms of relations of ownership, control and consumption

• Including the consumption , use and benefit of education services

POLITICAL RELATIONS

• Account for all those activities where power is enacted.

• They include decision-making procedures within all types of organizations and institutions, policy-making procedures, and decision-making within political life in general.

POLITICAL INEQUALITIES

Occur in the realms of decision-making and in systems such as:

• Political arena;

• Work;

• Service organizations

• Local communities or associations; or

• In the family

RESOLUTION(of POWER INEQUALITY)

• Elimination of relations of dominance and subordination in social life

• Involves promotion of all types of political equality including the protection of civil and political rights

• Involves creating democratic systems for the representation of interests.

(Phillips, 1995)

SOCIO-CULTURAL RELATIONS

• Involve the production, transmission and legitimisation of cultural practices and products.

• They include the various forms of symbolic representation and communication that exist in fields such as the media and education.

SOCIO-CULTURAL INJUSTICES

• Those rooted in patterns of representation, interpretation and communication

• Unequal opportunity of people to improve their economic position, especially through education.

• They take the form of cultural domination, symbolic representation or non-recognition all leading to lack of respect.

RESOLUTION

• Status recognition and institutionalizing respect for differences.

(Young,1990; Fraser, 2000)

Mutual respect and recognition is due to all members of society independent of their:• Race;• Gender;• Age;• marital or

family status;• sexual

orientation;

• physical or mental capacities;

• Ethnicity;• social origin; or • political or

religious affiliations

AFFECTIVE RELATIONS

• Those involved in developing bonds of solidarity, care and love between human beings.

• The refer to socio-emotional relations

AFFECTIVE INEQUALITIES

• Occur when a person is deprived of the emotional nurturance they need to develop and/or maintain intimate, trusting and solidarity-based human relations.

RESOLUTION

• Recognition of centrality in human dependency and interdependency in organizing social life

Educational opportunity

THOSE WHO ARE UNEQUAL ECONOMICALLY, TEND TO HAVE LESS ACCESS

TO THE VERY MEANS OF BITTERING THEIR SITUATION:

Those without wealth often lack respect;

Those who are culturally denigrated frequently lack power and wealth

(Phillips, 1999)

ALTHOUGH THE 4 FORMS OF INEQUALITY DIFFER IN THEIR GENERATIVE ROOTS, THEY

ARE DEEPLY CONNECTED

RESOLUTION OF ECONOMIC INEQUALITY

• Is clearly not an education task.• However, because education participation,

and especially success in education, is impossible without adequate financial resources, equality in the distribution of education across social classes is severely compromised without economic equality.

ACCEPT DIVERSITY

EDUCATION IS FOR ALL

DEMOCRATICIZE

STUDENTS HAVE THE RIGHTTO VOICE OUT THEIR VIEWS

PROMOTE EQUALITY IN THE AFFECTIVE DOMAIN

WE MUST FORSTER CONDITIONS AND A QUALITY OF LIFE MARKED BY SOLIDARITY,

INTIMACY AND CARE

ANSWER THE FOLLOWING QUESTIONS:

1. How do you think the Government is responsible for the perpetuation of inequality in education?

2. How does schools operate, reflecting inequality through inequity?

3. How do you think inequality in education be given resolution?

4. Illustrate how the economic, political, socio-cultural, and affective relations affecting inequality in education?