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The Meritocratic Conception of Educational Equality: Ideal Theory Run Amuck
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Howe, Kenneth R. – Educational Theory, 2015
The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social…
Descriptors: Equal Education, Academic Achievement, Talent, Student Motivation