Abstract
Looking across the social landscape, there appear to be few public policy interventions more powerful than education. Other social services such as health care, social security benefits and policing can ensure that individuals are supported and the status quo is maintained. But it is education that has the potential to move individuals into a different space from where they can see life in a new way and indeed can create a new life for themselves. Education, unlike other areas of social service, can be transformational; yet, it is not so for everyone. I want to reflect on this apparent dichotomy and try to discern some principles and ideas that might be able to harness the transformational nature of education for all, rather than for just a few. Copyright © 2013 Springer Science+Business Media Dordrecht.
| Original language | English |
|---|---|
| Title of host publication | Achieving quality education for all: Perspectives from the Asia-Pacific region and beyond |
| Editors | Phillip HUGHES |
| Place of Publication | Dordrecht |
| Publisher | Springer |
| Pages | 43-48 |
| ISBN (Electronic) | 9789400752948 |
| ISBN (Print) | 9789400752931 |
| DOIs | |
| Publication status | Published - 2013 |
Citation
Kennedy, K.J. (2013). Education: Social elevator or holding area? In P. Hughes (Ed.), Achieving quality education for all: Perspectives from the Asia-Pacific region and beyond (pp. 43-48). Dordrecht: Springer.Keywords
- Young people
- Transformational nature
- English teacher
- Important sense
- Social security benefit
