Policy debates surrounding poverty and inequality often focus on practical solutions and seldom explore the normative underpinning that would justify our concerns with these phenomena. Why should we care about poverty, or about inequality? From a philosophical standpoint, can we separate the two, such that it is possible to be deeply concerned about poverty but unconcerned about inequalities? Do our reasons for caring about one contrast with our reasons for caring about the other? While there is a growing empirical literature (...) exploring the mechanisms connecting the two, the philosophical literature has seldom focused on their relationship. Firstly, this paper provides a clear map of the philosophical debate, clarifying the normative assumptions that underlie positions conceptually prioritizing inequality and poverty respectively. Secondly, the paper suggests ‘a pluralist approach’, that stresses the overlap of our normative concerns with poverty and inequality and highlights parallel problems that restrictive interpretations of these concepts face, pointing to the importance of considering broader phenomena and processes (such as deprivation and exclusion) that illuminate the relationship between the two. (shrink)

For a few decades now, debates around the effects of 'new public measures' in education have pointed to how the emphasis on increased accountability and high stakes testing has led to some worrying phenomena, thus changing teachers' practices and roles. These include narrowing of the curriculum, gaming and teaching to the test. This chapter discusses these kinds of knowledge and abilities as fundamentally depending on our understanding of the role of teachers within an educational system and in relation to educational (...) aims. The particular standpoint from which it tackles these issues revolves around asking whether the notion of autonomy is significant to teachers' roles and activities, and hence bears on our conception of teaching expertise. The chapter argues that the notion of autonomy is problematic: it conflates rather different psychological, phenomenological and normative elements. The discussion in the chapter culminates in an analysis of current policy arrangements in England. (shrink)

Policy debates surrounding poverty and inequality often focus on practical solutions and seldom explore the normative underpinning that would justify our concerns with these phenomena. Why should we care about poverty, or about inequality? From a philosophical standpoint, can we separate the two, such that it is possible to be deeply concerned about poverty but unconcerned about inequalities? Do our reasons for caring about one contrast with our reasons for caring about the other? While there is a growing empirical literature (...) exploring the mechanisms connecting the two, the philosophical literature has seldom focused on their relationship. Firstly, this paper provides a clear map of the philosophical debate, clarifying the normative assumptions that underlie positions conceptually prioritizing inequality and poverty respectively. Secondly, the paper suggests ‘a pluralist approach’, that stresses the overlap of our normative concerns with poverty and inequality and highlights parallel problems that restrictive interpretations of these concepts face, pointing to the importance of considering broader phenomena and processes (such as deprivation and exclusion) that illuminate the relationship between the two. (shrink)