Educated hope, modest ambition and school-based equity reforms: Possibilities and perspectives for change

Abstract

Despite literally decades of equity based educational reform, patterns of educational success and failure remain remarkably unchanged. In recognition of the challenges associated with the pursuit of educational justice this chapter first explores different frameworks for approaching equity in education and then puts forward the ways in which contemporary work in this area can be usefully informed by the twin concepts of educated hope and modest ambition. A key aim is to demonstrate both the need for, and the possibility of, creating transformative educational environments into the future.