Social Divisions and Inequality in Childrens Education
This essay will draw on social research and theory to evaluate the impact of social divisions in childhood education. It will focus mainly on race, gender and class and also briefly mention disability, sexuality and religion. The analysis will describe the barriers children face in education. From a sociological perspective the essay will examine the ideas behind the function of education in society, whether it really is a fair and just system offering all children the chance to succeed, regardless of background. The essay considers whether, as Brann (2005) argues, “minorities are not exposed to the same educational opportunities as the majority”. The essay will first consider children’s right to education, then consider social divisions, and finally discuss these in the light of different theories.
The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnicity or social origin, religion, age or disability, is entitled to an education without discrimination of any kind. (UDHR, 1948) However, discrimination exists in all walks of life, whether obvious or not, including in education. Brown (1998:x) comments that, "children are aware very young that colour, language, gender and physical ability are connected with power and privilege". These factors have a major part to play in undermining their development. Brown (1998) goes on to argue that social inequalities are deeply rooted in British history, which have been created and maintained by vested interests over centuries.
Social inequality “changes the very nature of” a child (Mongomery et al, 2003:71). It determines the way a child sees itself fit into the society and ultimately the future.
Opportunities vary depending on race, gender and socio-economic background. “Education has become a key area of intervention in disadvantaged children’s lives, and low-income children are seen as particularly at risk of ‘failing’ at school” (Ermisch et al,
The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnicity or social origin, religion, age or disability, is entitled to an education without discrimination of any kind. (UDHR, 1948) However, discrimination exists in all walks of life, whether obvious or not, including in education. Brown (1998:x) comments that, "children are aware very young that colour, language, gender and physical ability are connected with power and privilege". These factors have a major part to play in undermining their development. Brown (1998) goes on to argue that social inequalities are deeply rooted in British history, which have been created and maintained by vested interests over centuries.
Social inequality “changes the very nature of” a child (Mongomery et al, 2003:71). It determines the way a child sees itself fit into the society and ultimately the future.
Opportunities vary depending on race, gender and socio-economic background. “Education has become a key area of intervention in disadvantaged children’s lives, and low-income children are seen as particularly at risk of ‘failing’ at school” (Ermisch et al,
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