Education, inequality and social justice: a critical analysis applying the Sen-Bourdieu analytical framework

This paper offers a critical examination of the nature of inequalit ies in relation to education and the pursuit of social justice. It ar gues that assessment of educational resources and measures such as school enrolment and educational achievement are limited in what they tell us about the injustices learners may experience . I t is propos ed that, drawing on Amartya Sen’s capability approac h , we benefit from extend ing our evaluative space beyond learners ’ achieve ments to encompass their freedoms to achieve. I t is argued that attention should be paid to the relative value individuals place on the se various freedoms . Furthermore, i n order to d eepen insights into the multiple factors influencing the development of learner values , and the unequal possibilities for realising their aspired valued achievement s , the discussion also draws on key sociological concepts from Pierre Bourdieu. The theoreti cal synthesis leads to the introduction of the Sen ‐ Bourdieu Analytical Framework (SBAF) , a conceptual model that illustrates the socially dynamic processes within which learners and formal educationa l systems are situated. The principal aims are to offer an alternative development paradigm and an expanded evaluative framework to inform local, national and international educational polic y and practice.