Challenges Faced in Pioneering Practices Tackling Educational Inequalities in Europe

Abstract

One of the most significant aspects of increased inequalities in society are those pertaining to educational inequality, or disparities related to access, uptake and completion of education. Of decisive interest in this context are challenges and dilemmas facing practices which try to tackle or mitigate educational inequalities. Although research on the topic has developed considerably in the last two decades, there is still a lack of research looking at concrete practice from an internationally comparative perspective. Through qualitative practice research, including problem-centred expert interviews, focus groups and guided tours, we have investigated the challenges and dilemmas which obstruct the implementation, development and day-to-day activities of educational practices. We introduce this article by providing our theoretical perspectives on educational equality and its necessary pre-conditions. We argue in favour of a much more emancipatory educational practice in the sense of a Freire-inspired ideal of fostering participation, self-determination and solidarity in both formal and non-formal educational environments. These theoretical considerations are then related to concrete practices, whereby we focus on the perspectives of stakeholders and educational practitioners involved such as teachers, social workers, non-formal educators or coaches. Based on our empirical material we move on to reflect on challenges and dilemmas faced in such practices. We systematise these cross-national challenges into seven categories which we have labelled ‘The seven Ps’, namely: Politics, Placement, Partnerships, Provision, Personnel, Parents, and Participants. We conclude by explaining why this framework should be applicable to development education, arguing how these categories may serve as a cautionary framework for developing pioneering practices striving for social justice across the global community.