This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument that education is strongly linked to certain rewards in the labour market comes under pressure, increasing social dissatisfaction with education and skills wastage could be expected, as already noted in part of the political economy literature. This literature, however, has tended to conclude from such observations that educational expansion cannot deliver equality. The paper contributes to the debate by focusing on the opportunities created by current trends for the reorganisation of the relationship between education, the economy and society.
IntroductionThis paper explores the effects of the relationship between the economy, educational and social mobility on the formation of incentives for inter-class alliances for wealth redistribution. It then looks at the dilemmas such relationship can produce for the prevailing moral discourse, based on meritocratic ideas, on redistribution. The paper questions the meritocratic ideal highlighting how it relates to expectations that do not hold neither in their logic nor in practice. It emphasises a crucial element of the meritocratic argument that is often overlooked. Meritocratic arguments hold that both IQ and effort determine levels of educational attainment. However, only effort is emphasised in current meritocratic debates to explain and justify differences in educational achievement and positions in the income distribution. Regarding practice, most research shows that educational attainment depends on other factors than IQ and effort exclusively and that the link established by the meritocratic discourse between educational attainment and occupational destination is at best imperfect and certainly cannot be taken for granted in the future. This raises questions as to the way the relationship between education, merit and labour market positions is conceived. The paper thus also focuses on the opportunities and constraints for change in the way this relationship is conceived that current trends in the economy and in social aspirations create. Hasenfeld and Rafferty (1989) suggest that perceptions of redistribution are caught between two ideologies: a strong belief in economic individualism and the 'work ethic'