Page 86 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 86
šolsko polje, letnik xxxi, številka 3–4
those opportunities linked to social class and family background that al-
low the individual to attain advantaged positions in society. On the con-
trary, the post-distribution voluntary choices of individuals cannot be
considered a legitimate subject of redistribution. Such inequalities are
part of what, according to Rawls, is part of a just society since they have
been caused by the voluntary actions and choices of each individual (Van
Parijs, 2003, 2013).
Rawls’ ideas of a just society can be translated into the education
field by understanding equality of educational opportunities as a prereq-
uisite for the individual’s right to be educated and thereby to succeed in
life. The White Paper on Education in the Republic of Slovenia (2011, p.
14), the key national strategic document in this field, defines a just educa-
tion system as a system which allows inequalities in educational outcomes
so long as everyone is entitled to the same opportunities and all inequal-
ities are the consequence of free choice, different levels of ability, effort
and risks. Such orientation may be considered to be in line with Rawls’
difference principle. The assessment of whether the education system is
just is here blatantly made a matter of whether children are in control of
several factors that usually can be considered to be the cause of social in-
equalities − factors like gender, social class, ethnic origin that depend on
sheer luck, as children cannot choose them. The logic here dictates that
a just educational environment should therefore place considerable em-
phasis on reducing these inequalities and gaps in educational outcomes
as they are caused by these factors, by brut luck (Brighouse, 2011). As de-
scribed in the White Paper on Education (2011), the education system in
Slovenia focuses on maximising the opportunities and providing equal
opportunities for all. In an ideal scenario, this would reduce the gaps be-
tween the educational attainments of pupils with different social and cul-
tural backgrounds. That part of the document which concentrates on jus-
tice states that:
This would be achieved using the policy of positive discrimination
focusing on children from socially and culturally disadvantaged back-
grounds with the aim of providing universally accessible education on one
hand but also individualization of the school system in terms of maxim-
ising the opportunities for obtaining quality education and development
of each student/pupil into an autonomous individual, inclusion of chil-
dren with special needs etc. (White Paper on Education, 2011, pp. 14–15).
include having fewer native abilities or less willingness to cultivate them than others. For
instance, in an educational setting, this principle may support educational measures that
close the attainment gap between the naturally talented rich and the naturally talented
poor.
84
those opportunities linked to social class and family background that al-
low the individual to attain advantaged positions in society. On the con-
trary, the post-distribution voluntary choices of individuals cannot be
considered a legitimate subject of redistribution. Such inequalities are
part of what, according to Rawls, is part of a just society since they have
been caused by the voluntary actions and choices of each individual (Van
Parijs, 2003, 2013).
Rawls’ ideas of a just society can be translated into the education
field by understanding equality of educational opportunities as a prereq-
uisite for the individual’s right to be educated and thereby to succeed in
life. The White Paper on Education in the Republic of Slovenia (2011, p.
14), the key national strategic document in this field, defines a just educa-
tion system as a system which allows inequalities in educational outcomes
so long as everyone is entitled to the same opportunities and all inequal-
ities are the consequence of free choice, different levels of ability, effort
and risks. Such orientation may be considered to be in line with Rawls’
difference principle. The assessment of whether the education system is
just is here blatantly made a matter of whether children are in control of
several factors that usually can be considered to be the cause of social in-
equalities − factors like gender, social class, ethnic origin that depend on
sheer luck, as children cannot choose them. The logic here dictates that
a just educational environment should therefore place considerable em-
phasis on reducing these inequalities and gaps in educational outcomes
as they are caused by these factors, by brut luck (Brighouse, 2011). As de-
scribed in the White Paper on Education (2011), the education system in
Slovenia focuses on maximising the opportunities and providing equal
opportunities for all. In an ideal scenario, this would reduce the gaps be-
tween the educational attainments of pupils with different social and cul-
tural backgrounds. That part of the document which concentrates on jus-
tice states that:
This would be achieved using the policy of positive discrimination
focusing on children from socially and culturally disadvantaged back-
grounds with the aim of providing universally accessible education on one
hand but also individualization of the school system in terms of maxim-
ising the opportunities for obtaining quality education and development
of each student/pupil into an autonomous individual, inclusion of chil-
dren with special needs etc. (White Paper on Education, 2011, pp. 14–15).
include having fewer native abilities or less willingness to cultivate them than others. For
instance, in an educational setting, this principle may support educational measures that
close the attainment gap between the naturally talented rich and the naturally talented
poor.
84
