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dc.contributor.authorSpangenberg, S.*
dc.contributor.authorMcIntosh, Bryan*
dc.date.accessioned2014-11-19T16:03:39Z
dc.date.available2014-11-19T16:03:39Z
dc.date.issued2014
dc.identifier.citationSpangenberg, S. and McIntosh, B. (2014) The Moral Imperative: the case of the English education system. Policy Futures in Education, 12 (5), 730-740.en_US
dc.identifier.urihttp://hdl.handle.net/10454/6632
dc.description.abstractIn England, social choice in education faces trade-offs between equity and efficiency. The scope of these trade-offs ranges from the introduction of choice to correcting 'market failures' to reduce inequalities and restrict social injustices. The article analyses the English school education system and its relationship with social preferences. The authors argue that the moral and legal need for non-discriminatory education supersedes perceptions of cost-effectiveness and utilitarianism. They consider that the current system has failed owing to inappropriate processes within social and public choice and that a reformed system based on a social democratic imperative will allow closer social integration on the basis of ability rather than privilege.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://dx.doi.org/10.2304/pfie.2014.12.5.730en_US
dc.rights© 2014 Symposium Journals. Reproduced in accordance with the publisher's self-archiving policyen_US
dc.subjectEducation; England; Social inequality; Market failure; Social injustice; Ability; Priviledgeen_US
dc.titleThe Moral Imperative: the case of the English education systemen_US
dc.status.refereedyesen_US
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US
refterms.dateFOA2018-07-19T13:53:48Z


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