ǂThe ǂage of studies and reports

selected elements concerning the background of encounters defining the power of education

Veronika Tašner (Author), Slavko Gaber (Author)

Abstract

In the present paper, we discuss the time before the “age of reports”. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu & Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education.

Keywords

vzgoja in izobraževanje;enakost;pravičnost;

Data

Language:	English
Year of publishing:	2016
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
Publisher:	University of Ljubljana, Faculty of Education
UDC:	37.01
COBISS:	11070537
ISSN:	1855-9719
Parent publication:	CEPS journal
Views:	1144
Downloads:	258
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Obdobje študij in poročil – izbrani elementi ozadij spoprijemov, ki določajo moč edukacije
Secondary abstract:	V prispevku obravnavamo obdobje, ki je uvedlo čas poročil; ob Colemanovem poročilu namreč šestdeseta leta 20. stoletja zaznamujejo še poročilo Lady Plowden in nekatere pomembnejše študije družbenih neenakosti v Franciji (Bourdieu & Passeron, 1964; Peyre, 1959) ter študije, ki so utemeljile uvajanje skupne šole v nordijskih državah. Pod drobnogled jemljemo obdobje po drugi svetovni vojni, za katero je na eni strani značilen ekonomski nacionalizem, na drugi strani pa drugi val množičnega izobraževanja, ki v sebi nosi obljubo po večji enakosti in odpravi nekaterih družbenih neenakostih, oboje pa naj bi omogočila prav šola. Gre za obdobje velikih pričakovanj, položenih v moč edukacije in uveljavljanja edukacijske meritokracije. Na izpostavljenih ozadjih v drugem delu članka poskušamo pojasniti pojav in pomen omenjenih poročil, ki so pomembna načela vere v moč edukacije, hkrati pa omogočajo snovanje na podatkih temelječe edukacijske politike. Osrednje mesto v tem delu besedila pa imajo primer socialistične Jugoslavije/Slovenije in njena prizadevanja za dosego večje enakosti ter vprašanje pravičnosti v edukaciji. Skozi socialistično ideologijo, ki je zagovarjala več edukacije za vse, je socialistična Jugoslavija od stave na moč enotne šole oziroma od stave na preprosto enakost pričakovala preveč. Pri tem je prestopila mejo med pomenom in vlogo skupne šole, ki je sicer pomemben del mehanizma zagotavljanja enakosti in pravičnosti v edukaciji, ter mitom o moči enotne šole, ki naj bi izbrisala socialne, še posebej razredne neenakosti. S tem radikalnim pristopom k brisanju neenakosti je šolska politika v takratni Jugoslaviji po našem prepričanju paradoksalno zmanjšala možnosti za večjo enakost in pravičnost v edukaciji.
Secondary keywords:	education;report;vzgoja in izobraževanje;poročilo;
URN:	URN:NBN:SI
File type:	application/pdf
Type (COBISS):	Article
Pages:	str. 61-80
Volume:	ǂVol. ǂ6
Issue:	ǂno. ǂ2
Chronology:	2016
DOI:	10.26529/cepsj.88
ID:	9170208