Luck Egalitarianism and COVID-19: The Case for Compensating Children for School Closures

Autor/in	Zameska, Jay
Titel	Luck Egalitarianism and COVID-19: The Case for Compensating Children for School Closures
Quelle	In: Studies in Philosophy and Education, 42 (2023) 1, S.65-81 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zameska, Jay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09858-0
Schlagwörter	COVID-19; Pandemics; School Closing; Equal Education; Social Justice; Academic Achievement; Access to Education; Educational Change; Social Differences; Elementary Secondary Education + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Soziale Gerechtigkeit; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform; Sozialer Unterschied
Abstract	The COVID-19 pandemic resulted in school closures around the world, leaving lasting negative impacts on many children. Given that such closures are justified public health measures, this raises the question of compensating children for school closures. In this article I address the question of compensation from the perspective of a popular theory of justice: luck egalitarianism. In doing so, I examine a problem with applying luck egalitarianism to children, called the agency assumption. I then argue this assumption results in a dilemma for luck egalitarianism and suggest how this dilemma can be overcome. I argue that the resulting form of luck egalitarianism reveals something interesting about compensating children for school closures: luck egalitarianism requires us to address all bases of justice-relevant inequality among children--COVID-19-related and beyond. Although much of the current discussion of compensating children for such closures has focused narrowly on the need to make up for lost instruction time or to prevent reductions in educational achievement, I argue that a luck egalitarian conception of justice requires us to go beyond merely compensating children for educational losses and instead aim for radical equality in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01