What’s Wrong with Social Segregation Between Schools? Ethical Perspectives
(2023) Educational Markets and Segregation, Evaluating Education: Normative Systems and Institutional Practices, — ISBN: [ISBN 978-3-031-36146-3], p. 17-33, published
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- There are several reasons to believe that social segregation is wrong. The value and weight given to these reasons are variable. They depend first of all on not reducing school segregation to a pure composition effect but also considering the dynamics of how it is produced and handled by and within the schools. These effects must then be considered in the light of the educational goals assigned to the school, which include not only the acquisition of knowledge and academic performance but the relational development of the child’s autonomy and democratic integration. The policies and practices aimed at eliminating the undesirable effects will depend on these goals but also on the rights of the children and the parents in the area of educa tion. The examination of the multiple ethical issues at stake in school segregation should lead to the conclusion that the neutralisation of its undesirable effects entails redistributive practices, whether in terms of resources or school places. But it also requires recognition practices aimed at transforming the social representations asso ciated with membership in a social group, as well as the goals of the school.
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Pourtois, H. (2023). What’s Wrong with Social Segregation Between Schools? Ethical Perspectives. In Dupriez V. et al. (ed.), Educational Markets and Segregation, Evaluating Education: Normative Systems and Institutional Practices, (p. p. 17-33). Springer. https://doi.org/10.1007/978-3-031-36147-0_2