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  1. “Meaningful Educational Opportunity” May Not be Equality of Educational Opportunity [Essay Review of the Book Moving Every Child Ahead: From NCLB Hype to Meaningful Educational Opportunity].Amanda Cassity & John Petrovic - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (1):116-128.
    (2010). “Meaningful Educational Opportunity” May Not be Equality of Educational Opportunity [Essay Review of the Book Moving Every Child Ahead: From NCLB Hype to Meaningful Educational Opportunity] Educational Studies: Vol. 46, No. 1, pp. 116-128.
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  • What is Equity in Education? Reflections from the Capability Approach.Elaine Unterhalter - 2009 - Studies in Philosophy and Education 28 (5):415-424.
    While there is a substantial conceptual literature on equality in education, there has been little clarificatory discussion on the term equity, despite its frequent use in policy and planning documents. The article draws out some different ways in which equity can be understood in education. It distinguishes three forms of equity, looking at the social context when major shifts in the meaning of the term took place in English—the fourteenth century, the sixteenth century and the eighteenth century. Terming these equity (...)
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  • Debating as a Deliberative Instrument in Educational Practice.Joris Graff - 2022 - Studies in Philosophy and Education 41 (6):613-633.
    In recent decades, deliberation about public issues has become a central theme in citizenship education. In line with an increasing philosophical and political appreciation of the importance of deliberation within democracy, schools, as training grounds for democratic citizenship, should foster high-level deliberative skills. However, when this insight is translated into practical formats, these formats suffer from a number of shortcomings. Specifically, they can be criticised on philosophical grounds for advantaging select societal groups, and on empirical grounds for facilitating groupthink mechanisms. (...)
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