2. HUMAN RIGHTS # 26 THE RIGHT TO EDUCATION
1. Everyone has the right to
education. Education shall be
free, at least in the elementary
and fundamental stages.
Elementary education shall be
compulsory. Technical and
general education shall be made
generally available and higher
education shall be equally
accessible to all on the basis of
merit.
2. Education shall be directed to the
full development of the human
personality and to the
strengthening of respect for human
rights and fundamental freedoms. It
shall promote
understanding, tolerance and
friendship among all nations, racial
or religious groups, and shall
further the activities of the UN for
the maintenance of peace.
3. Parents have a prior right to choose
the kind of education that shall be
given to their children
3.
4. 4 CORE EQUALITY ISSUES:
ECONOMIC
POLITICAL
SOCIO-CULTURAL
AFFECTIVE
6. ECONOMIC INJUSTICE
• Unequal distribution of material
resources and inequality in their
ownership and control.
• Unequal opportunity of people to
improve their economic
position, especially through
education.
7. RESOLUTION
• A distributive or redistributive
politico-economic systems in
terms of relations of
ownership, control and
consumption
• Including the consumption , use
and benefit of education
services
8. POLITICAL RELATIONS
• Account for all those activities
where power is enacted.
• They include decision-making
procedures within all types of
organizations and
institutions, policy-making
procedures, and decision-making
within political life in general.
9. POLITICAL INEQUALITIES
Occur in the realms of decision-
making and in systems such as:
• Political arena;
• Work;
• Service organizations
• Local communities or
associations; or
• In the family
10. RESOLUTION
(of POWER INEQUALITY)
• Elimination of relations of
dominance and subordination in
social life
• Involves promotion of all types of
political equality including the
protection of civil and political
rights
• Involves creating democratic
systems for the representation of
interests.
12. • They include the various forms
of symbolic representation and
communication that exist in
fields such as the media and
education.
13. SOCIO-CULTURAL INJUSTICES
• Those rooted in patterns of
representation, interpretation
and communication
• Unequal opportunity of people to
improve their economic
position, especially through
education.
14. • They take the form of cultural
domination, symbolic
representation or non-
recognition all leading to lack of
respect.
16. Mutual respect and recognition is
due to all members of society
independent of their:
• Race;
• Gender;
• Age;
• marital or family
status;
• sexual orientation;
• physical or
mental capacities;
• Ethnicity;
• social origin; or
• political or
religious
affiliations
17. AFFECTIVE RELATIONS
• Those involved in developing
bonds of solidarity, care and
love between human beings.
• The refer to socio-emotional
relations
18. AFFECTIVE INEQUALITIES
• Occur when a person is deprived
of the emotional nurturance
they need to develop and/or
maintain intimate, trusting and
solidarity-based human
relations.
20. Educational opportunity
THOSE WHO ARE UNEQUAL
ECONOMICALLY, TEND TO HAVE LESS
ACCESS
TO THE VERY MEANS OF
BITTERING THEIR SITUATION:
21. Those without wealth often lack respect;
Those who are culturally denigrated
frequently lack power and wealth
(Phillips, 1999)
ALTHOUGH THE 4 FORMS OF INEQUALITY
DIFFER IN THEIR GENERATIVE ROOTS, THEY
ARE DEEPLY CONNECTED
22.
23. RESOLUTION OF ECONOMIC
INEQUALITY
• Is clearly not an education task.
• However, because education
participation, and especially success in
education, is impossible without adequate
financial resources, equality in the distribution
of education across social classes is severely
compromised without economic equality.
26. PROMOTE EQUALITY IN THE
AFFECTIVE DOMAIN
WE MUST FORSTER CONDITIONS AND A
QUALITY OF LIFE MARKED BY
SOLIDARITY, INTIMACY AND CARE
27.
28. ANSWER THE FOLLOWING
QUESTIONS:
1. How do you think the Government is
responsible for the perpetuation of
inequality in education?
2. How does schools
operate, reflecting inequality
through inequity?
3. How do you think inequality in
education be given resolution?
4. Illustrate how the
economic, political, socio-
cultural, and affective relations
affecting inequality in education?
