Educational Philosophy and Theory 47 (9):982-995 (2015)

Abstract
Harry Brighouse discusses two conceptions of educational equality. The first is a type of equality of opportunity, heavily influenced by the work of John Rawls, which he calls the meritocratic conception. According to this conception, an individual’s educational prospects should not be influenced by factors such as their social class background. The other, radical conception, suggests a person’s natural talents should not influence their educational prospects either. Brighouse favors the meritocratic conception, but this article argues that it is flawed and that the radical conception ought to be preferred. Although a superior conception of educational equality, the radical conception is still not quite right, so this article develops a luck egalitarian conception of educational equality. It is argued that this conception reflects much current thinking about equality and avoids some of the difficulties with Brighouse’s two conceptions. Finally, two objections to a luck egalitarian conception are considered.
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DOI 10.1080/00131857.2015.1044838
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References found in this work BETA

Rescuing Justice and Equality.G. Cohen (ed.) - 2008 - Harvard University Press.
Equality and Equal Opportunity for Welfare.Richard J. Arneson - 1989 - Philosophical Studies 56 (1):77 - 93.
Health, Luck and Justice.Shlomi Segall - 2009 - Princeton University Press.

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Citations of this work BETA

A Narrative Approach Exploring Notions of Justice in Education.Steven A. Stolz - 2021 - British Journal of Educational Studies 69 (4):415-435.

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