Theorising Inequality Today

Bibliographic Data

ID11166239
AuthorsLyn Yates (0000-0002-0646-2500, La Trobe University, corresponding author)
Year1986
Volume7
Issue2
Pages119-134
Publication date1986-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Sociology of Education (JOURNAL)
Journal identifiersISSN: 0142-5692 • E-ISSN: 1465-3346
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142569860070202
OpenAlexW2140431089
LanguageEN
Citations received16
References cited40

This article is an assessment of some movements in the theorising of inequality over the last two decades, with particular attention to the Australian context and to the issue of gender as compared with class. It is argued that there has been a useful move from ‘inequality as disadvantage’ to one which focuses on difference, conflict and the characteristics of the groups previously seen as disadvantaged, but that these moves have been limited, partly by an over‐attention to inequality in analysing the content of schooling, and partly by an insufficient attention to inequality in relation to policy and practice initiatives. The discussion of specific examples and issues here suggests also that gender and class should not be treated as simply additive dimensions of a problem, and that analyses should be sensitive to the differing circumstances of countries which are often compared

Class (philosophy · Context (archaeology · Demographic economics · Disadvantage · Disadvantaged · Economic growth · Economics · Educational inequality · Epistemology · Inequality · Political science · Positive economics · Relation (database · Social class · Social inequality · Social science · Sociology · Education Systems and Policy · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law