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The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging

Author

Listed:
  • Kenneth Horvath

    (Department of Sociology, University of Lucerne, Switzerland)

  • Regula Julia Leemann

    (Department of Educational Sociology, University of Teacher Education FHNW, Switzerland / Department of Educational Sciences, University of Basel, Switzerland)

Abstract

The durability of educational inequalities marks a key problem for research and politics alike. Why do unwanted patterns of social sorting and disadvantaging in education prove so persistent, despite decades of research, debates, and reforms? This thematic issue of Social Inclusion aims to further our understanding of the factors and mechanisms underlying this persistence by putting the manifold entanglements of politics, inequalities, and social research centre stage. The collected articles inquire into various facets of this interplay, from the history and politics of the statistical quantification of educational inequalities to the political embedding of everyday pedagogical practices. The contributions cover a wide range of fields and topics, from non‐formal education to school and higher education, from social selectivity in gifted education to subject formation in vocational education. Two strategic anchor points emerge from the collected articles for exploring and analyzing current arrangements of educational inequalities: (1) political and pedagogical epistemic orders and (2) educational arrangements that structure educational processes and situations. Ongoing social and political transformations—including the digitization and datafication of education and changing forms of governance—underline the pressing need for further research along these lines.

Suggested Citation

  • Kenneth Horvath & Regula Julia Leemann, 2021. "The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging," Social Inclusion, Cogitatio Press, vol. 9(3), pages 296-300.
    • Handle: RePEc:cog:socinc:v9:y:2021:i:3:p:296-300
    DOI: 10.17645/si.v9i3.4787
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    References listed on IDEAS

    as
    1. Lea Fobel & Nina Kolleck, 2021. "Cultural Education: Panacea or Amplifier of Existing Inequalities in Political Engagement?," Social Inclusion, Cogitatio Press, vol. 9(3), pages 324-336.
    2. Lea Fobel & Nina Kolleck, 2021. "Cultural Education: Panacea or Amplifier of Existing Inequalities in Political Engagement?," Social Inclusion, Cogitatio Press, vol. 9(3), pages 324-336.
    3. Nadine Bernhard, 2021. "Students’ Differences, Societal Expectations, and the Discursive Construction of (De)Legitimate Students in Germany," Social Inclusion, Cogitatio Press, vol. 9(3), pages 394-403.
    4. Nadine Bernhard, 2021. "Students’ Differences, Societal Expectations, and the Discursive Construction of (De)Legitimate Students in Germany," Social Inclusion, Cogitatio Press, vol. 9(3), pages 394-403.
    5. Marcus Emmerich & Ulrike Hormel, 2021. "Unequal Inclusion: The Production of Social Differences in Education Systems," Social Inclusion, Cogitatio Press, vol. 9(3), pages 301-312.
    6. Marcus Emmerich & Ulrike Hormel, 2021. "Unequal Inclusion: The Production of Social Differences in Education Systems," Social Inclusion, Cogitatio Press, vol. 9(3), pages 301-312.
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