Multiple embedded inequalities and cultural diversity in educational systems: A theoretical and empirical exploration

This contribution explores the social construction of cultural diversity in education, with a view

to social justice. Theoretical resources are drawn from political philosophy as well as from recent developments in social theory. It is argued that ethnic minority pupils face multiple sources of inequalities, of a social (redistributive) and cultural (recognition) nature.

 The aim of the paper is to discuss how contemporary educational systems deal with ‘cultural diversity’ – and how they socially organize it. I will explore how and to what extent this social organization of social and cultural “diversity” contributes to the reproduction of educational inequalities. Research results drawn from several projects on educational policies regarding migrant pupils in Belgium and in other European contexts and on ethnic minority pupils’ schooling experience and identity building, as well as a selective literature review on similar issues, will support my reflection.

 The first section elaborates on Fraser’s notion of “parity of participation” and on Sen normative framework on “capabilities”, but aims to “socialize” these perspectives, arguing that these dimensions are made more ‘durable’ through institutionalized patterns of norms and routines. It draws upon recent development of the theories of organizational action focusing on the organization’s ‘rationality’ and on the micropolitics of organizations, as well as Charles Tilly’s contribution to the analysis of the relationship between inequality and organisational categorization processes, in order to discuss institutional discrimination and the production of social and ethnic inequality or segregation.

 The second section develops:

1)     the intermediate level of local schooling spaces of interdependency, where we scrutinize segregation and institutional discrimination as resulting from both urban segregation and schooling structural processes;

2)     the micro level of single-school policies of difference,  as the product of educational ‘niches’.

We argue that these multiple embedded inequalities significantly determine pupils’ opportunities, identity and ‘capability’ building.