The Creation of Inequality: Myths of Potential and Ability

Autor/inn/en	Dorling, Danny; Tomlinson, Sally
Titel	The Creation of Inequality: Myths of Potential and Ability
Quelle	In: Journal for Critical Education Policy Studies, 14 (2016) 3, S.56-79 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Equal Education; Misconceptions; Ability; Academic Aptitude; Human Geography; Educational Sociology; Genetics; Low Income; Comparative Education; Mathematics Skills; Literacy; Problem Solving; Educational Practices; Intelligence Quotient; Intelligence Tests; Neoliberalism; Educational Policy; Foreign Countries; United States; Italy; United Kingdom; Spain; Ireland; France; Canada; Australia; Norway; Denmark; Germany; Austria; Sweden; Japan; South Korea; Netherlands; Finland + Suchen Sie Ihr Suchwort? Missverständnis; Fähigkeit; Fertigkeit; Humangeografie; Bildungssoziologie; Erziehungssoziologie; Humangenetik; Niedriglohn; Vergleichende Erziehungswissenschaft; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Problemlösen; Bildungspraxis; Intelligenzquotient; Intelligence test; Intelligenztest; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Ausland; USA; Italien; Großbritannien; Spanien; Irland; Frankreich; Kanada; Australien; Norwegen; Dänemark; Deutschland; Österreich; Schweden; Korea; Republik; Niederlande; Finnland
Abstract	The old myth about the ability and variability of potential in children is a comforting myth, for those who are uneasy with the degree of inequality they see and would rather seek to justify it than confront it. The myth of inherent potential helps some explain to themselves why they are privileged. Extend the myth to believe in inherited ability and some can come to believe that their children will inherit part of a greater potential. These beliefs create and sustain inequality in society and allow for the creation of levels of ignorance in populations. This article uses insights from social geography and the sociology of education to examine how the myths are sustained past and present. It notes that countries with the highest degree of income inequality and the most unequal education systems have the worst outcomes for young adults, and these are the countries in which eugenic notions of inherited ability are resurfacing. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01