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dc.contributor.authorKristiansen, Andrew
dc.date.accessioned2021-06-30T11:49:43Z
dc.date.available2021-06-30T11:49:43Z
dc.date.issued2021-04-29
dc.description.abstractThis 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.en_US
dc.identifier.citationKristiansen AN. Recognition and equal educational opportunities . Education In The North. 2021;28(1):82-98
dc.identifier.cristinIDFRIDAID 1907331
dc.identifier.doihttps://doi.org/10.26203/mt38-v971
dc.identifier.issn0424-5512
dc.identifier.issn2398-0184
dc.identifier.urihttps://hdl.handle.net/10037/21640
dc.language.isoengen_US
dc.publisherUniversity of Aberdeenen_US
dc.relation.journalEducation In The North
dc.relation.urihttps://www.abdn.ac.uk/education/research/eitn/journal/635/
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleRecognition and equal educational opportunitiesen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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