Antonio S. A. Guimarães
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0003
- Subject:
- Political Science, Comparative Politics
This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long ...
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This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long been proud of the high quality of its public universities, both federal and state institutions. Young people from many sectors of society—both the elite and the poor—aspire to enter them. However, admission is highly competitive and depends on a student's score on an entrance exam, the Vestibular. Children from socially and economically privileged families, who typically attend private high schools, tend to do well on this exam. Children from lower class backgrounds do less well and are therefore underrepresented at USP.Less
This chapter provides a case study of educational fairness or equity in Brazil, focusing on the intake of black and public school students by the elite University of São Paolo (USP). Brazil has long been proud of the high quality of its public universities, both federal and state institutions. Young people from many sectors of society—both the elite and the poor—aspire to enter them. However, admission is highly competitive and depends on a student's score on an entrance exam, the Vestibular. Children from socially and economically privileged families, who typically attend private high schools, tend to do well on this exam. Children from lower class backgrounds do less well and are therefore underrepresented at USP.
Katherine Harloe
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199695843
- eISBN:
- 9780191755880
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695843.003.0002
- Subject:
- Classical Studies, Archaeology: Classical, Literary Studies: Classical, Early, and Medieval
Chapter 2 locates Winckelmann’s early life and works within two of their most important cultural and intellectual contexts: the patronage networks of ancien-régime Europe and the cosmopolitan ...
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Chapter 2 locates Winckelmann’s early life and works within two of their most important cultural and intellectual contexts: the patronage networks of ancien-régime Europe and the cosmopolitan scholarly community of the Republic of Letters. The first two sections draw on social-historical studies to present Winckelmann’s education and early employment as comparable to those of other bright but poor students in eighteenth-century Germany, for whom charity and education provided means of social mobility. The next two sections examine his daring bid for employment in Heinrich von Bünau’s household, arguing that the codes of conduct licensed within the Republic of Letters, and absorbed by Winckelmann from books, are crucial to understanding this change. Winckelmann’s early reading is surveyed, and the chapter closes with a discussion of the Gedancken über die Nachahmung (1755), his first work, arguing that it too should be read as a display of erudition in hope of patronage.Less
Chapter 2 locates Winckelmann’s early life and works within two of their most important cultural and intellectual contexts: the patronage networks of ancien-régime Europe and the cosmopolitan scholarly community of the Republic of Letters. The first two sections draw on social-historical studies to present Winckelmann’s education and early employment as comparable to those of other bright but poor students in eighteenth-century Germany, for whom charity and education provided means of social mobility. The next two sections examine his daring bid for employment in Heinrich von Bünau’s household, arguing that the codes of conduct licensed within the Republic of Letters, and absorbed by Winckelmann from books, are crucial to understanding this change. Winckelmann’s early reading is surveyed, and the chapter closes with a discussion of the Gedancken über die Nachahmung (1755), his first work, arguing that it too should be read as a display of erudition in hope of patronage.
Michael A. Rebell
- Published in print:
- 2009
- Published Online:
- March 2013
- ISBN:
- 9780226706191
- eISBN:
- 9780226706184
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226706184.001.0001
- Subject:
- Law, Family Law
Over the past thirty-five years, federal courts have dramatically retreated from actively promoting school desegregation. In the meantime, state courts have taken up the mantle of promoting the ...
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Over the past thirty-five years, federal courts have dramatically retreated from actively promoting school desegregation. In the meantime, state courts have taken up the mantle of promoting the vision of educational equity originally articulated in Brown v. Board of Education. This book provides a detailed analysis of why the state courts have taken on this active role and how successful their efforts have been. Since 1973, litigants have challenged the constitutionality of education finance systems in forty-five states on the grounds that they deprive many poor and minority students of adequate access to a sound education. While the plaintiffs have won in the majority of these cases, the decisions are often branded “judicial activism”—a stigma that has reduced their impact. To counter the charge, the book persuasively defends the courts' authority and responsibility to pursue the goal of educational equity. It envisions their ideal role as supervisory and offers innovative recommendations on how the courts can collaborate with the executive and legislative branches to create a truly democratic educational system.Less
Over the past thirty-five years, federal courts have dramatically retreated from actively promoting school desegregation. In the meantime, state courts have taken up the mantle of promoting the vision of educational equity originally articulated in Brown v. Board of Education. This book provides a detailed analysis of why the state courts have taken on this active role and how successful their efforts have been. Since 1973, litigants have challenged the constitutionality of education finance systems in forty-five states on the grounds that they deprive many poor and minority students of adequate access to a sound education. While the plaintiffs have won in the majority of these cases, the decisions are often branded “judicial activism”—a stigma that has reduced their impact. To counter the charge, the book persuasively defends the courts' authority and responsibility to pursue the goal of educational equity. It envisions their ideal role as supervisory and offers innovative recommendations on how the courts can collaborate with the executive and legislative branches to create a truly democratic educational system.
