Open AccessThe Democratization of educational inequalities in France and the United Kingdom: A Global Update, a Local Reading
Author(s) -
Antonio Luzón,
Mónica Torres
Publication year - 2006
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
ISSN - 1068-2341
DOI - 10.14507/epaa.v14n6.2006
Subject(s) - convergence (economics) , democratization , inequality , reading (process) , perspective (graphical) , politics , action (physics) , political science , sociology , democracy , economic growth , economics , law , mathematical analysis , physics , mathematics , quantum mechanics , artificial intelligence , computer science
This article uses a comparative perspective to analyze English and French educational policies focused on equal opportunity. Specifically. the British Education Action Zones and the French Zones d’Action Prioritaire. Although these two educational policies are different applied in two distinctive social and political contexts, both cases are showing convergence in their understanding of the concept of equal opportunity. This convergence indicates that these policies are the product of processes of hybridization between national and global tendencies.