Access to Education and Equity in Plural Societies

Autor/inn/en	Maiztegui-Onate, Concepcion; Santibanez-Gruber, Rosa
Titel	Access to Education and Equity in Plural Societies
Quelle	In: Intercultural Education, 19 (2008) 5, S.373-381 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Social Justice; Equal Education; Educational Research; Educational Attainment; Social Differences; Educational Change; Access to Education; Minority Groups; Immigrants; Barriers; Ethnicity; Racial Differences; Educational Quality; Student Diversity + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Bildungsabschluss; Bildungsgut; Sozialer Unterschied; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Ethnizität; Rassenunterschied; Quality of education; Bildungsqualität
Abstract	The analysis of school systems which, under the assumption of formal equality, do not correct, but rather legitimate, social differences, has a long tradition in educational research. This topic has been broadened and enriched through the discourse of equity. In effect, equity in education pivots on redistribution proportional to the needs of different groups. Achieving this goal requires strategies that improve educational attainment and eliminate all kinds of barriers, both tangible and intangible, relating to educational access. In the case of ethnic minorities and those of immigrant origin, these topics are exacerbated by their conditions of vulnerability. The objective of this introductory article is to present, from the perspective of access and equity, some keys to comprehend the situation of immigrant students as well as possible strategies to achieve higher levels of quality and social justice. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10