Unequal schools, unequal chances : the challenges to equal opportunity in the Americas
Author(s)
Bibliographic Information
Unequal schools, unequal chances : the challenges to equal opportunity in the Americas
David Rockefeller Center for Latin American Studies, Harvard University, c 2000
- : pbk
Available at 12 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
With the greatest income inequality in the world, the nations of the Americas face the challenge of consolidating democratic regimes, improving productivity, and reducing poverty as they enter the twenty-first century. Educational opportunity is central to this threefold challenge. The distinguished contributors to this volume discuss current policies and issues in Argentina, Chile, Colombia, Mexico, Peru, and the United States, as they explore the nature of the relationship among education, poverty, and inequality. The book provides impressive evidence linking school participation, the quality of education for poor children in the Americas, and the impact of education policies to promote social justice. Using both qualitative and quantitative data, the book addresses the following sets of questions: How does the education system reproduce social inequality? How does education provide opportunities for social mobility? What are the causal processes involved? What is the direction of this causation? Linking theory and practice, the authors explore the dynamic relationship between educational change and social change, and weigh the significance of their findings for the educational chances of poor children.
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