SOCIAL INEQUALITY

Social Inequality

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Social Inequality

Introduction

The social inequality is a difference (in the privileges, resources and other charges) which considers a social group as unjust and detrimental to the potential of individuals in the community. It is also objectively measurable and subjectively perceived. The elements that compose it are objective differences, i.e. the possession of more or less socially relevant resources. The differences are a result of the action mechanisms of social selection rather than the merit and are interpreted by individuals and disadvantaged groups (or their representatives) as unjust; considered the victim of unjust discrimination is a subjective component.

It is therefore, important to distinguish between difference and inequality. If the first is the opposite of the concept of assimilation, the latter corresponds to the exact opposite of social equality. In this paper, we will discuss to teach social inequality in schools and colleges.

How to teach the contemporary social inequalities?

Awareness of inequalities and forms of injustice is one of the foundations of political action. The critical dimension of social sciences and humanities is an established epistemological knowledge, while committed to articulating social criticism, which has the objective transformation of social relations and individual and collective empowerment.

School geography could contribute to a critique of contemporary social inequalities. However, in the current context of the curriculum, the issue of social inequalities is analyzed from the point of view of the "developmental differences" solutions or proposals for action are considered in the perspective and very little critical consensus "sustainable development." This is in fifth grade that the term "inequality" is the most used in the geography of curriculum, available in three case studies: inequalities in health, to literacy and to the risks. Each case study is clearly territorialized. Globally, cards textbooks distinguish a northern industrialized and developed historically, a southern developing and emerging countries. The analysis is fixed according territorialized typologies little discussed. The typology here is a process of classification and categorization, which aims to make sense of economic hierarchies, without question in a political manner. The central question of the right of access to resources, which is a reflection on justice and ethics socio-spatial axis, is not epistemological curriculum (Stark, 2007).

The first step of the analysis focuses on the epistemological limits of geography in school, including the territorial approach, which focuses on the consensual notion of sustainable development. In a second step, we present a test of critical teaching of geography on international migration.

Concept of Curriculum

The knowledge is to be transmitted and results are to be achieved. Everything children learn in school is the joint educational intentions and the entire process that allows us to get them.

What curricular elements to teach?

Sorting and sequencing objectives and contents of the course and curriculum.

Curriculum Patterns

It contains the principles of Social equality and inequality, as well as a guide to the teacher's task. Open curriculum leave a wide margin of maneuver for teachers and very limited possibilities to teachers more than professional technical Conception.

Curriculum Design

Technical ...