What Is Social Inequality and Why Does it Matter? Evidence from Central and Eastern Europe

Binelli, Chiara; Loveless, Matthew; Whitefield, Stephen

doi:10.1016/j.worlddev.2015.02.007

Cited by 30 publications

(20 citation statements)

References 35 publications

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“…We hope that this civilisation will embrace the values of equity, solidarity and collectivity. After all, what research shows is that more equal societies do better in terms of human development, economic performance and political stability (Binelli et al, 2015). NOTES 1 Cultural capital refers to symbolic elements (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…The first one concerns their limited effectiveness in reducing the attainment gap between students from different social strata and in improving the life chances of those considered 'disadvantaged' (Ainscow et al, 2010;Ball, 2013). Leaving aside the reported shortcomings of the methods used to evaluate such interventions (Ainscow et al, 2010;Hopkins et al, 2014), their limited impact is generally attributed to a focus on improving a narrow set of skills, knowledge or dispositions, while neglecting the multidimensional nature of inequity necessitating measures beyond schooling, including health care, housing, employment or the environment, to name but a few (Wrigley, 2008;Ainscow et al, 2010;Thomson, 2013;Antonelli et al, 2014;Binelli et al, 2015).…”

Section: Social Mobility As 'Placebo Treatment' For Social Inequitymentioning

confidence: 99%

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Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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Section: Resultsmentioning

confidence: 99%

Section: Social Mobility As 'Placebo Treatment' For Social Inequitymentioning

confidence: 99%

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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show abstract

“…Binelli et al . () use the same dataset for CEE countries used in this paper and provide a conceptual framework and empirical measure of social inequality in five dimensions: individuals' level of income, education, health status, access to education and access to health care. In their framework, income and social inequality differ with respect to what is being distributed.…”

Section: Previous Literaturementioning

confidence: 99%

“…However, recent research has shown that social inequality differs from income inequality because it is perceived differently by individuals, and because it is determined by a different set of variables (Loveless and Whitefield, 2011). Binelli et al (2015) use the same dataset for CEE countries used in this paper and provide a conceptual framework and empirical measure of social inequality in five dimensions: individuals' level of income, education, health status, access to education and access to health care. In their framework, income and social inequality differ with respect to what is being distributed.…”

Section: Previous Literaturementioning

confidence: 99%

The urban–rural divide

Binelli

Loveless²

2016

Econ Transit

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A vast literature has related perceptions of income inequality to individuals' income: the higher the level of income, the less inequality is perceived. Here, examining the perceptions of income and social inequality, we argue that rural or urban residence affects both inequality perceptions and the impact of income on these perceptions. We test the theory using survey data from 12 Central and Eastern European countries and we find that income negatively affects inequality perceptions but only in urban areas. These findings confirm the importance of accounting for urbanity to understand what drives individuals' perceptions of inequality.

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“…Moreover, while poverty and social inequality often refer to income, they can also focus on multiple domains of disparity such as access to health care, education, housing, well-paying jobs, etc. Both poverty and inequality, especially as examined at the population level, focus on access to material resources in society's various institutional domains, and the degree to which an individual is able to maximise his or her potential as compared to others in society 3 (Binelli et al, 2015). This raises a myriad of issues relating to power relations and influencing rights, privileges and public goods, all of which are beyond the scope of this paper, but nonetheless vary across the US and UK and are among the determinants of variability in poverty and inequality.…”

Section: Introductionmentioning

confidence: 99%

Comparative analysis of rural poverty and inequality in the UK and the US

McAreavey

Brown

2019

Palgrave Commun

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Scholars on both sides of the Atlantic have grappled with the difficulties of conducting comparative research on rural issues in general, and on rural poverty and inequality in particular. Shortall and Warner have observed that "The UK-US dialog is highly illustrative of how seemingly similar situations turn out to be full of complexity and difference." That complexity and difference can serve to turn researchers away from comparative collaborations. We begin our paper with an overview of some of the general differences (and similarities) between how rural scholars in the UK and US have examined poverty and inequality in rural areas. Analysis of the two welfare regimes in these countries provides the backdrop for examining specific aspects of deprivation for rural people and communities. Our paper draws on our experience as members of a trans-Atlantic research group to illustrate the type of organisational infrastructure that can support international, interdisciplinary collaboration. We conclude by offering suggestions for future comparative research. Our paper progresses earlier debates in rural studies on the challenges of doing comparative US-UK analysis.

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What Is Social Inequality and Why Does it Matter? Evidence from Central and Eastern Europe

Cited by 30 publications

References 35 publications

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

The urban–rural divide

Comparative analysis of rural poverty and inequality in the UK and the US

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