Recognition and equal educational opportunities

Andrew Kristiansen* (Corresponding Author), Education in the North

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This article discusses how recognition may contribute towards giving underprivileged groups and students, a voice in education. Traditional measures aimed at forwarding equal opportunities for all, like redistributing resources and improving objective conditions have had limited success. The inequality gap between privileged and underprivileged, rural and urban, indigenous and descendants of colonialists persists. The article argues that the importance of intersubjective conditions for equal access and opportunity in education have been underestimated in education and as a consequence one has missed out on the delicate balance between the social and education. In this regard recognition is not an end but a necessary step towards equal opportunities. However, instrumental approaches to recognition must be avoided as recognition is imperative to developing students’ self-esteem and identity. Teachers must therefore comply with moral and ethical standards, thus safeguarding the dignity and rights of the individual student.
Original languageEnglish
Pages (from-to)82-98
Number of pages18
JournalEducation in the North
Volume28
Issue number1
DOIs
Publication statusPublished - 29 Apr 2021

Keywords

  • education
  • recognition
  • justice
  • equity
  • rural
  • indigenous

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