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  1. Genug ist genug? Zur Kritik non-egalitaristischer Konzeptionen der Bildungsgerechtigkeit.Johannes Drerup - 2015 - Zeitschrift für Praktische Philosophie 2 (1):89-128.
    Vertreter non-egalitaristischer Konzeptionen der Bildungsgerechtigkeit ersetzen das klassische egalitaristische Votum für Gleichheit als intrinsischen Wert durch die Begründung von Schwellenkonzeptionen, die über Adäquatheits- und Suffizienzbedingungen angeben sollen, was als Kriterium für die Identifikation illegitimer Bildungsungleichheiten zu gelten hat und was nicht. Alle Ungleichheiten oberhalb einer fixierten Schwelle sind aus non-egalitaristischer Sicht normativ nicht von Belang. Dieser Fokus auf Mindestbedingungen, die gegeben sein müssen, damit Akteure in liberal-demokratischen Gesellschaften politisch partizipieren und ein gedeihliches Leben führen können, steht nicht nur in einem (...)
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  • Must a Developed Democratic State Fully Resource any Tertiary Education for its Citizens?Vanessa Scholes - 2013 - Educational Philosophy and Theory (3):1-15.
    This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary (post-compulsory) education for its citizens A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary (...)
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  • Must a Developed Democratic State Fully Resource any Tertiary Education for its Citizens?Vanessa Scholes - 2014 - Educational Philosophy and Theory 46 (3):269-283.
    This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary education for its citizens A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary education, (...)
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  • The limits of fair equality of opportunity.Benjamin Sachs - 2012 - Philosophical Studies 160 (2):323-343.
    The principle of fair equality of opportunity is regularly used to justify social policies, both in the philosophical literature and in public discourse. However, too often commentators fail to make explicit just what they take the principle to say. A principle of fair equality of opportunity does not say anything at all until certain variables are filled in. I want to draw attention to two variables, timing and currency. I argue that once we identify the few plausible ways we have (...)
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  • Disadvantage and an American Society of Equals.Joshua Broady Preiss - 2011 - Critical Review of International Social and Political Philosophy 14 (1):41-58.
    In this article I review Jonathan Wolff and Avner de‐Shalit’s recent book Disadvantage (2007), highlighting its many contributions to egalitarian theory and practice. These contributions build to the authors’ central prescription: that policy‐makers work to create a society of equals by reducing the tendency for disadvantages to cluster around certain individuals or groups. From there, I discuss the idea of declustering disadvantage in an American context, and consider its implications for the politically salient ideal of equality of opportunity. The purpose (...)
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  • Equality of Opportunities, Divergent Conceptualisations and their Implications for Early Childhood Care and Education Policies.Christian Morabito & Michel Vandenbroeck - 2015 - Journal of Philosophy of Education 49 (3):456-472.
    This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent these diverging options on a continuum, ranging from Responsibility-oriented Equality of Opportunity and Circumstances-oriented Equality of Opportunity. We then analyse how early childhood care and education policies can be constructed in relation to (...)
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