Since the Dakar Framework for Action, governments around the world, especially in Western societies, have reaffirmed their commitment to a quality education for all in an inclusive environment. The purpose of this paper is to understand the barriers that prevent an education system from guaranteeing an inclusive education for all and for children…

Diverse definitions of equity in the provision of schooling are enumerated. An important distinction is made between viewing inequalities in earnings as measured in a given year and inequalities as seen on the scale of a lifetime. Accepting the latter view, the distributive effects of educational policies are discussed in terms of how they tend to…

Sociological theory is examined to explore the possibility of a more egalitarian society and the potential contribution of the educational process to social change. Also discussed are purported obstacles to equality: an ineluctible occupational hierarchy, pessimism concerning the importance of schooling, and alleged genetic differences. (EH)

This paper considers the membership, terms of reference, and assumptions governing the work of the Plowden committee. It evaluates criticisms made of the report and relates the committee's conclusions to possible change models and forms of policy analysis that might have been used. (Author)

Examines why, after a successful beginning, EPA programs faltered and all but disappeared by the end of the 1970s. Concludes that while there were many causes, three major factors were the failure of the EPA to respond to changing values, changing base of research support, and the worsening conditions of the inner city. (Author/JDH)

Maintains that Plowden Report appealed as much for its underlying ideology as for its practical instructional suggestions. The ideology was one of "expressionist egalitarianism": belief that each child's potential is equal and is reached through a process of free expression. States that such ideas are inherently implausible and maintains…

States that the impact of the Plowden Report was insignificant in Germany and Austria; that despite a decade of lively educational debate and hopeful reform initiatives, primary schools are as teacher-centered and bureaucratically controlled as ever. (Author/JDH)

Argues that the Plowden Report underrated the seriousness of race and cultural issues in the inner city and took inadequate account of differences in experiences and backgrounds of the children and their families. Analyzes the shortcomings of the types of programs developed during the 1970s and offers suggestions for future improvement.…

Reviews research on the teaching-learning process which has developed in the 20 years since the Plowden Report. Divides studies into those which have focused primarily on teaching styles, opportunity to learn, and classroom tasks. Concludes that the Plowden model of teaching has not stood the test of time. (JDH)

This article reviews findings from a 1975 through 1980 study called ORACLE (Observational Research and Classroom Learning Evaluation). Maintains that the data showed only partial implementation of the Plowden report recommendations. Seeks to explain the reasons for inconsistencies in implementation and offers suggestions for redefining progressive…

Maintains that the Plowden Report has been misrepresented and misinterpreted. Suggests that Plowden's inspirational qualities should not be overlooked. Concludes with a set of 12 generalizations about the status of contemporary British primary education and offers recommendations for future practice. (JDH)

Offers an introduction to the theme articles in this special issue on the Plowden Report, a British government report which advocated a child-centered, experiential approach to primary education. (JDH)

States that the Plowden Report put the child at the center of the educational process. Maintains that much good came of the humanistic philosophy of the Plowden Report; that its socio-linguistic meanings related to the report's status, power, context, and timing, were benign. (Author/JDH)

Provides an account of how the main recommendations of the Plowden Report worked. Explores reasons for the misuse and misunderstanding of child-centered education. Notes recent research and primary school developments which support the Plowden recommendations. (JDH)

Argues educational ideology is geographically and historically specific by comparing London and Tyneside activist teachers' views concerning antiracist ideology. Identifies contradictions within contemporary teaching practices and contends that dominant liberal-educationalism has co-opted antiracism. In contrast to predominantly White Tyneside,…