Educational policies and equity: Introduction to the special issue

Main Article Content

Abstract

This paper presents the special issue Educational Policies and Equity, which delves into different contexts—political, management, educational and training—to identify, describe and understand policies and practices related to the promotion of equity. We understand equity as the fundamental right to education, combating vulnerability, dependency and domination, and with the reduction of inequality and discrimination. After a brief introduction of the theoretical framework from which this special issue is proposed, the articles that compose it are presented. The issues that will be addressed, from the framework of qualitative research, revolve around: the different levels of the process of formulating educational policies; privatization policies and relations between the public and the private; the digitization processes of schools; the processes of globalization and its consequences for agents and democracy; tracking and diversification policies; teacher training and its impact on equity; as well as educational programs that seek to build practices that are oriented towards inclusion and equity.

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How to Cite
Rodríguez-Martínez, C., Martín-Alonso, D., & Marrero-Acosta, J. (2022). Educational policies and equity: Introduction to the special issue. Education Policy Analysis Archives, 30, (114). https://doi.org/10.14507/epaa.30.7537
Section
Educational Policies and Equity
Author Biographies

Carmen Rodríguez-Martínez, Universidad de Málaga

Full professor at the University of Malaga. Her lines of research are developed in teacher training, educational policies and gender.

Diego Martín-Alonso, Universidad de Málaga

Teacher in the Department of Didactics and School Organization of the University of Malaga. His lines of research focus on the study of curricular and educational policies, teaching knowledge, initial teacher training and masculinities.

Javier Marrero-Acosta, Universidad de La Laguna

Professor of didactics and school organization at the University of La Laguna. His lines of research focus mainly on the study and analysis of power, knowledge and subjectivity in education.