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Multiple embedded inequalities and cultural diversity in educational systems: A theoretical and empirical exploration

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Verhoeven, Marie [UCL]

This article explores the social construction of cultural diversity in education, with a view to social justice. It examines how educational systems organize ethno-cultural difference and how this process contributes to inequalities. Theoretical resources are drawn from social philosophy as well as from recent developments in social organisation theory. It is argued that ethnic minority pupils face multiple sources of inequalities, of a social (redistributive) and cultural (recognition) nature. The first section argues that these dimensions are made more 'durable' through institutionalized patterns of norms and routines. The second section develops this proposal at three empirical levels: the macrolevel of educational systems, where national narratives interact with structural educational patterns to shape ethnic inequalities; the intermediate level of local spaces of interdependency, where we scrutinize segregation and institutional discrimination; and, finally in this section, we look at single-school policies of difference as the product of educational 'niches'. In the last section, the author argues that these multiple embedded inequalities significantly determine pupils' opportunities, identity and 'capability' building. New perspectives for multilevel approaches to inequality and qualitative international comparison are suggested.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès restreint
Publication date 2011
Language Anglais
Journal information "European Educational Research Journal" - Vol. 10, no. 2, p. 189-203 (2011)
Peer reviewed yes
e-issn 1474-9041
Publication status Publié
Affiliation UCL - SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies
Links
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Bibliographic reference Verhoeven, Marie. Multiple embedded inequalities and cultural diversity in educational systems: A theoretical and empirical exploration. In: European Educational Research Journal, Vol. 10, no. 2, p. 189-203 (2011)
Permanent URL http://hdl.handle.net/2078.1/163643