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Education, distributive justice, and adverse selection [PDF]
Journal of Public Economics, 2002 We consider a model of education planning in an economy in which agents differ in their costs of acquiring education. The agents' cost parameter, called ‘talent', is not observed. The principal is endowed with a fixed sum of money, with which two types of transfer can be made: in cash and in kind.
Fleurbaey, Marc +2 more
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2016
Resting on Walzer’s distinction of Spheres of Justice that defines education as a specific justice sphere, we discuss in this chapter five educational subspheres where resources and rewards (or sanctions) are being constantly distributed and their “fairness” is evaluated by its main beneficiaries—the students.
Nura Resh, Clara Sabbagh
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Resting on Walzer’s distinction of Spheres of Justice that defines education as a specific justice sphere, we discuss in this chapter five educational subspheres where resources and rewards (or sanctions) are being constantly distributed and their “fairness” is evaluated by its main beneficiaries—the students.
Nura Resh, Clara Sabbagh
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2019
In this chapter, I canvas some of the basic features of justice, with especial attention to the equality principle, before turning to consider its relevance in the educational domain. I highlight, on the one hand, the importance of ideals, and the honest pursuit of those ideals.
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In this chapter, I canvas some of the basic features of justice, with especial attention to the equality principle, before turning to consider its relevance in the educational domain. I highlight, on the one hand, the importance of ideals, and the honest pursuit of those ideals.
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Theory and Research in Education, 2003
In asking whether a given view about education is justified, two distinct questions arise. The first asks whether a given educational program meets its intended end. The second asks whether a given end is an appropriate one for any such program to seek.
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In asking whether a given view about education is justified, two distinct questions arise. The first asks whether a given educational program meets its intended end. The second asks whether a given end is an appropriate one for any such program to seek.
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Is Diversity Necessary for Educational Justice?
Educational Theory, 2014AbstractIn this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits
New, W.S., Merry, M.S.
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1972
In France these form a single system springing from the same eighteenth-century revolutionary and Napoleonic policies of national unification and administrative centralisation that inspired the founding of the Conseil d’Etat, the corps prefectoral and the Institut de France. Teachers are civil servants of the central Government, and their pupils’ entry
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In France these form a single system springing from the same eighteenth-century revolutionary and Napoleonic policies of national unification and administrative centralisation that inspired the founding of the Conseil d’Etat, the corps prefectoral and the Institut de France. Teachers are civil servants of the central Government, and their pupils’ entry
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Principles of Social Justice Education: The Social Justice Education in Schools Project
Equity & Excellence in Education, 2006In this article, The Social Justice Education in Schools (SJES) Project integrates field-based study and existing research to identify five key Principles of Social Justice Education in Schools. An outgrowth of the federally funded Massachusetts Coalition for Teacher Quality and Student Achievement, the SJES Project seeks to positively impact teacher ...
Lenore Reilly Carlisle +2 more
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1985
In this chapter we shall begin with the meaning of ‘education’, and then move to the meaning of ‘justice’, for it is the relationship between these two basic concepts which will develop as crucial to some of the most outstanding of our moral and social problems, in particular equality of educational opportunity to which we lead in the closing chapters.
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In this chapter we shall begin with the meaning of ‘education’, and then move to the meaning of ‘justice’, for it is the relationship between these two basic concepts which will develop as crucial to some of the most outstanding of our moral and social problems, in particular equality of educational opportunity to which we lead in the closing chapters.
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Social Justice and Adult Education
International Journal of Adult Vocational Education and Technology, 2012It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the ...
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DISTRIBUTIVE JUSTICE AND VOCATIONAL EDUCATION
British Journal of Educational Studies, 2004ABSTRACT: This paper considers the relationship between distributive justice and vocational education. It examines both the way that the very notion of a vocational education carries implications for distributive justice and how the meaning of justice itself might be shifting towards one of inclusion. The argument, which is based on the recent work of
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