Abstract
The basic principle of educational equality is that each child should receive an equally good education. This sounds appealing, but is rather vague and needs substantial working out. Also, educational equality faces all the objections to equality per se, plus others specific to its subject matter. Together these have eroded confidence in the viability of equality as an educational ideal. This article argues that equality of educational opportunity is not the best way of understanding educational equality. It focuses on Brighouse and Swift's well worked out meritocratic conception and finds it irretrievably flawed; they should, instead, have pursued a radical conception they only mention. This conception is used as a starting point for developing a luck egalitarian conception, pluralistic and complex in nature. It is argued that such a conception accounts for the appeal of equality of opportunity, fits with other values in education and meets many of the objections. Thus, equality is reasserted as what morally matters most in education
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DOI 10.1111/1467-9752.12048
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References found in this work BETA

What We Owe to Each Other.Thomas Scanlon - 1998 - Belknap Press of Harvard University Press.
Rescuing Justice and Equality.G. A. Cohen (ed.) - 2008 - Harvard University Press.
Justice as Fairness: A Restatement.John Rawls (ed.) - 2001 - Harvard University Press.

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Citations of this work BETA

Adequacy in Education and Normative School Choice.Adelin Dumitru - 2018 - Studies in Philosophy and Education 37 (2):123-146.
What's Wrong with Private Schools.Roger Marples - 2018 - Journal of Philosophy of Education 52 (1):19-35.
Educational Justice and Transnational Migration.Krassimir Stojanov - 2018 - Journal of Global Ethics 14 (1):34-46.

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