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Solving the Equity/Equality Conceptual Dilemma: A New Goal Oriented Model to Approach Analyses Associated with Different Stages of the Educational Process

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A survey of recent and earlier debates on “equity” and “equality” reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. By creating a new equality- equity goal oriented model, which allows us to combine different dimensions for each concept with different stages of the educational process, this article aims to achieve two purposes: a) to clarify among researchers, educators, evaluators, policy analysts, and policymakers the notions of “equality” and “equity”; and b) to encourage researchers and evaluators to critically examine and synthesise equality/equitybased research. Certainly, the debate about “equity” and “equality” in education can only be settled if these fundamental aspects are resolved.
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Keywords: critical theory; equality; equity; excellence; goal; model

Document Type: Research Article

Affiliations: Universidad Diego Portales

Publication date: January 1, 2007

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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