Beyond Systemic Discrimination ~ The Erik Castrén Institute by Gynther

By Gynther

This booklet provides an research of overseas legislations in aid of educationally deprived adolescents and adults. concentrating on Roma, it introduces a scheme for choosing occasions the place they turn into subjected to discrimination via nation events to suitable overseas criteria.

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2) The public authorities shall, as provided in more detail by an Act, guarantee for everyone equal opportunity to receive other educational services in accordance with their ability and special needs, as well as the opportunity to develop themselves without being prevented by economic hardship . . ” 4 See Scott 1989, 1999. 5 The notion of systemic discrimination was launched in legal scholarship as early as the 1960s. See, for example, Mayhew 1968, p. 313. , Browne 1999, p. 412. , Cunnigham 2000, p.

6 chapter one discourse has broadened from equality of opportunity to equality of outcome. Philomena Essed and David Theo Goldberg (2002) point out the importance of discussing this shift in education context in their article on the cloning of cultures and systemic reproduction of sameness. According to them, “[t]hose who do not Àt the productivity proÀle along lines of gender, race, Àrst-third world situatedness, or educated-illiterate are likely to be marginalized”. Even if proÀled standards of merit and ability may have positive implications as means of educational quality assurance, they also need to be questioned as any other normative preferences for sameness.

625–629. 6 chapter one discourse has broadened from equality of opportunity to equality of outcome. Philomena Essed and David Theo Goldberg (2002) point out the importance of discussing this shift in education context in their article on the cloning of cultures and systemic reproduction of sameness. According to them, “[t]hose who do not Àt the productivity proÀle along lines of gender, race, Àrst-third world situatedness, or educated-illiterate are likely to be marginalized”. Even if proÀled standards of merit and ability may have positive implications as means of educational quality assurance, they also need to be questioned as any other normative preferences for sameness.

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