Social Inequality And Its Repercussions On Education

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Social inequality and its repercussions on education

From a sociological perspective and in an analysis that integrates different chronologies, it is evident that the relationships between society and education have been governed, throughout the history of man, by criteria of necessity and functionality. At least this seems valid for those known as Western societies that obviously include westernized geographical latitudes.

It could be said, very simplified, that before certain social “needs”, translated into educational demands, education (understood as a subsystem regardless of its degree of structuring) was driven to adapt its offer to respond “functionally” tothose.

The ways in which society is resuming its responsibility for education and the effects that this process is having on educational systems has led us to ask ourselves, and ask our guests of this number, about the keys to understand this new stage of theSocial Evolution in Educational Matters.

The Machuca film written and directed by Andrés Wood was released in 2004, and this contextualized in the coup in Chile, shows the importance of the events that occurred during this process and their incidence in political and social development,Which, is alevant to understand the present. These events mark a before and after in the life of individuals of an entire community and clearly, as an important factor, education is included in these changes, because variations in actions are exempted by social, cultural changes, cultural,politicians and religious. This film, raises the need to change the education system but also to change a strongThe living conditions of the subjects, Giroux (1994).

Certainly, states are responsible for guaranteeing equality in all areas, in the area of education, educational policy in Colombia has recently sought to change the approach to increase the coverage of public education to one in which it is also considered to increaseIts quality, thus trying to achieve the academic performance of the students of private schools (Bonilla, 2010; Gamboa, Guerra & Ramírez, 2008; SED, 2012).

Educational equity is based on seeking to level the results among students, based on the fact that there are previous disparities between them. Thus, it is possible to discuss what are the necessary measures to compensate for the initial differences and that all students manage to obtain the same goal (Formichella, 2011). This vision has served as a starting point for the analysis of the inequality of educational opportunities in some empirical studies whose purpose is to evaluate the degree of influence that the non -controlled circumstances have on the education of individuals (Bonilla, 2010; Ferreira & Gignaux, 2011 ; Ferreira & Gignaux, 2014; Formichella, 2011b; Gamboa, 2012; Gamboa & Londoño, 2014). But in addition, other authors such as Cajiao (2001), argues that responsibility for education should not only fall into the state, it is also important that society assumes its role consciously in order to guarantee better well -being, and it is precisely the Point at which the aforementioned film "Machuca" drives the theory of this author, because both encourages to change the conceptions of educating "ideal" citizens, on the contrary, even if it is a difficult task for the educators of this world to change the system educational and stop thinking ideal subjects to think about the construction of diverse social groups that are also different inside.

To conclude with these ideas, one of the strongest challenges that pedagogy and education in the presentIt is the homogenization of being and making citizens, which implies the devaluation of multiple social realities. That is why the road is, perhaps, more complex: orientation to an education of and in favor of difference.


  1. Bonilla, Juan (2010). “Contracting out public schools for academic achievement: evidence from Colombia”, Job Market Papers. University of Maryland.
  2. Cajiao F (2001), the Educating Society. Ibero-American Education Magazine, 26 (5-8), 17-33
  3. Ferreira, Francisco & Gignaux, Jeremie (2011). "The Measurement of INEQUALITY OF OPPORTIONAL. 57, no. 4, pp. 622-657.
  4. Ferreira, Francisco & Gignaux, Jérémie (2014). "The Measurement of Educational Inequality: Achievement and Opportunity," The World Bank Economic Review, Vol. 28, no. 2, pp. 210-246.
  5. Formichella, María Marta (2011a). “Analysis of the concept of educational equity in the light of the abilities of the abilities of Amartya Sen”, Education, Vol. 35, no. 1, pp. 15-34.
  6. Gamboa, Luis;Guerra, José & Ramírez, Manuel (2008). “Subsidies in Basic and Media Education in Bogotá: Progressity and Market”, Magazine of Institutional Economics, Vol. 10, no. 18, pp. 287-312.
  7. Giroux h. & Arrow r. (1994). Educational equality and cultural difference. Barcelona: Editorial El Roure S.A.

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