Rethinking Equality of Opportunity: Comment on Adam Swift's "How Not to Be a Hypocrite"

Autor/in	Anderson, Elizabeth
Titel	Rethinking Equality of Opportunity: Comment on Adam Swift's "How Not to Be a Hypocrite"
Quelle	In: Theory and Research in Education, 2 (2004) 2, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878504043438
Schlagwörter	Stellungnahme; Public Schools; Private Schools; Elementary Secondary Education; Academic Achievement; Reader Response; Review (Reexamination); Equal Education; Rhetorical Criticism; Democratic Values; Educational Administration + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Schulleistung; Leserbrief; Wiederholungsprüfung; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Adam Swift objects to private schools on the grounds of equal opportunity and efficiency, and to both private and selective public schools on the grounds of solidarity and improving the academic achievement of less advantaged students. I argue that private schools are not inefficient, and that a meritocratic ideal of equality of opportunity in K-12 contexts is either inapplicable or undesirable. Swift's objection that private school students unfairly "jump the queue" is based on envy. Enforcing a queue by blocking extra parental investment in their children's education would be inefficient and unjustly burden people who value education highly. Nor do the educational interests of the less advantaged always justify restrictions on selective schools. However, Swift's solidarity objection against selective public schools is sound. I develop this objection in the context of ideals of democracy and equal citizenship. (Contains 3 notes.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10