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ERIC Number: EJ780413
Record Type: Journal
Publication Date: 2007-Dec
Pages: 21
Abstractor: Author
Reference Count: 90
ISSN: ISSN-0362-6784
Social Inequality in Education: A Constraint on an American High-Skills Future
Lewis, Theodore
Curriculum Inquiry, v37 n4 p329-349 Dec 2007
Countries everywhere are turning to education in the quest for competitive edge in the global economy. How to attain the high skills needed in new reformed workplaces is a preoccupation that can be observed across developed countries. In this widening discourse of high skills and competitiveness, the U.S. skills production model is being seen as undesirable because it is perceived to be premised upon educational inequality and skills polarization. This article agrees with such characterization of the U.S educational condition. It examines skill tendencies in new reformed workplaces and conceptions of how schools must respond, then interrogates assumptions underpinning college-bound-non-college-bound formulations that would have low socioeconomic status (SES) children pursuing watered-down academic fare, or vocational education, while high SES children are set on college pathways. I contend that curricula approaches that are premised on alternative post-school destinations leave the children of underclasses in the same unfavorable position as their parents, such curricula serving only to reproduce inequality. The article rejects curriculum tracking, and the notion of the non-college bound, and instead argues for the democratization of high status knowledge as the best response to the challenge of a high-skills future.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States