Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs

Abstract

Equality of opportunity and meritocracy are common catchwords of the legitimation of educational reforms. In the 20th century, a comprehensive school reform was one major reform project that was expected to reduce educational inequalities. Yet, very different concepts of equality, merit and achievement dominated the heated debates over a comprehensive school which remain controversial until today. Drawing on the example of Luxembourg, the article analyses main political arguments for and against a comprehensive school reform. Based on expert interviews and historical documents, the authors show how different political approaches to equality are connected with specific concepts of merit as well as the social reproduction of national elites.