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Foreword:

Foreword: American Educational Research Journal Winter 2004, Vol. 41, No. 4, pp. 761–762 Two articles in this issue’s Section on Social and Institutional Analysis con- tinue the focus of our special theme issue of Fall 2004, which commemorated the 50th anniversary of Brown v. Board of Education. Despite years of espoused advocacy within educational circles, truly equitable conditions—justice and impartiality—remain elusive. Protecting the natural rights of individuals from the arbitrary limits and restrictions imposed by state and local governments has proved to be a most challeng- ing pursuit. Clear as the goal may be, the configuration of our social struc- tures and the inertia of the processes that bring them to life combine to create a significant drag on progress. Over the years of struggle for equity in education, we have seen the focus evolve from equality of educational resources to equity in opportunity, to a current focus on adequacy. Have society in general and the education profession in particular backed away from the conceptual tenets of equity by moving toward adequacy as the unit of measure for achievement? And if the new measure of social justice is adequacy rather than equity, will we ever live in a world where http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312041004761
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Winter 2004, Vol. 41, No. 4, pp. 761–762 Two articles in this issue’s Section on Social and Institutional Analysis con- tinue the focus of our special theme issue of Fall 2004, which commemorated the 50th anniversary of Brown v. Board of Education. Despite years of espoused advocacy within educational circles, truly equitable conditions—justice and impartiality—remain elusive. Protecting the natural rights of individuals from the arbitrary limits and restrictions imposed by state and local governments has proved to be a most challeng- ing pursuit. Clear as the goal may be, the configuration of our social struc- tures and the inertia of the processes that bring them to life combine to create a significant drag on progress. Over the years of struggle for equity in education, we have seen the focus evolve from equality of educational resources to equity in opportunity, to a current focus on adequacy. Have society in general and the education profession in particular backed away from the conceptual tenets of equity by moving toward adequacy as the unit of measure for achievement? And if the new measure of social justice is adequacy rather than equity, will we ever live in a world where

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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