Illusions of Equality (International Library of the Philosophy of Education Volume 7)

Nonfiction, Social & Cultural Studies, Political Science, Politics, Reference, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
Cover of the book Illusions of Equality (International Library of the Philosophy of Education Volume 7) by David Cooper, Taylor and Francis
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Author: David Cooper ISBN: 9781135171162
Publisher: Taylor and Francis Publication: February 25, 2010
Imprint: Routledge Language: English
Author: David Cooper
ISBN: 9781135171162
Publisher: Taylor and Francis
Publication: February 25, 2010
Imprint: Routledge
Language: English

Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, by various sociologists of knowledge in recent years and 'cultural egalitarianism' according to which standard criteria of educational value merely reflect parochial and economic interests.

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Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, by various sociologists of knowledge in recent years and 'cultural egalitarianism' according to which standard criteria of educational value merely reflect parochial and economic interests.

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