This book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. The book critiques the status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. The authors address one of today's most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining?
International audience ; La communication vise à mieux comprendre pourquoi l'éducation artistique est un rendez-vous éternellement manqué. dans le champ culturel français
International audience ; La communication vise à mieux comprendre pourquoi l'éducation artistique est un rendez-vous éternellement manqué. dans le champ culturel français
Roemer's' 1998 seminal work on equality of opportunity has contributed to the emergence of a theory of justice that is modern, conceptually clear and easy to mobilize in policy design. In this paper,we apply Roemer's theory to education policy. We first analyze the reallocations of educational expenditure required to equalize opportunities (taken to be test scores close to the end of compulsoryeducation). Using Brazilian data, we find that implementing an equal-opportunity policy across pupils of different socio-economic background, by using per-pupil spending as the instrument, andensuring that nobody receives less that 1/3 of the current national average, requires multiplying by 8.6 the current level of spending on the lowest achieving pupils. This result is driven by the extremely lowelasticity of scores to per-pupil spending. As such, it implies large reallocations that are probably politically unacceptable. By exploiting our knowledge of the education production function we then identifyways of reducing financial reallocations needed to achieve equality of opportunity. We show that the simultaneous redistribution of monetary and nonmonetary inputs, like peer group quality (i.e.,desegregation) and school effectiveness (i.e., equalizing access to the best-run schools), considerably reduces – by almost 50% – themagnitude of financial redistribution needed. Implementing an EOp policy would not come at any particular cost (or benefit) in terms of efficiency.