International Studies in Educational Inequality, Theory and Policy

  • Richard Teese
  • Stephen Lamb
  • Marie Duru-Bellat
  • Sue Helme

Table of contents

  1. Front Matter
    Pages I-LXIV
  2. Adam Gamoran, Daniel A. Long
    Pages 23-47
  3. Alice Sullivan, Geoff Whitty
    Pages 49-68
  4. Mark Berends, Samuel R. Lucas
    Pages 69-116
  5. Hetty P. J. M. Dekkers
    Pages 117-134
  6. Emer Smyth
    Pages 135-153
  7. Diane Reay
    Pages 191-204
  8. Richard Teese
    Pages 374-396
  9. Roberto Fini
    Pages 422-443
  10. Petter Aasen
    Pages 460-475
  11. Anna Smolentseva
    Pages 476-489
  12. Roberto Fini
    Pages 490-508
  13. Annemarie van Langen, Hetty Dekkers
    Pages 558-573
  14. Molly Warrington, Mike Younger
    Pages 574-601
  15. Anthony Welch, Sue Helme, Stephen Lamb
    Pages 602-624
  16. Linda Croxford, David Raffe
    Pages 710-737
  17. Ruth Lupton, Martin Thrupp
    Pages 779-797
  18. Sara Goldrick-Rab
    Pages 836-851
  19. Yufeng Liu, Veronica Volkoff
    Pages 852-872
  20. Sangeeta G. Kamat
    Pages 873-904
  21. Pat Thomson
    Pages 905-922
  22. Geert Driessen, Hetty Dekkers
    Pages 923-940
  23. François Dubet, Marie Duru-Bellat
    Pages 941-957
  24. Richard Teese, Stephen Lamb
    Pages 958-972
  25. Back Matter
    Pages 279-316

About this book


Inequality is a marked and persistent feature of education systems, both in the developed and the developing worlds. Major gaps in opportunity and in outcomes have become more critical than in the past, thanks to the knowledge economy and globalization. More and more populations, both rich and poor depend on successful use of school and on gaining post-school qualifications. But access to high-quality schooling, success at school, and chances of higher education all remain socially divided, with implications for economic opportunities, personal growth, and civic and community development.

What causes these divisions in how education systems work? Have decades of public investment brought about at least some improvements, even if major gaps remain? If not, what are the barriers, the social processes which have frustrated the efforts of government?

The pursuit of equity as a goal of public policy is examined in this book through a series of national case-studies, covering many different global contexts from the wealthiest to some of the poorest nations on earth.

What have we learnt from the policy experience globally? Do we know more today than yesterday about the origins of social inequality? Are our policies better framed, better designed to tackle inequality? And which way forward? What does the evidence suggest in terms of future approaches and emphasis?

This work is published in three volumes which together form a 3-volume set.


education education policy equity higher education inequality policy school theory

Editors and affiliations

  • Richard Teese
    • 1
  • Stephen Lamb
    • 3
  • Marie Duru-Bellat
    • 2
  • Sue Helme
    • 1
  1. 1.Centre for Post-Compulsory Education and Lifelong Learning in the University of MelbourneMelbourneUSA
  2. 2.University of BurgundyBurgundyFrance
  3. 3.University of MelbourneMelbourneUSA

Bibliographic information