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  • This paper draws on a literature in sociology, psychology and economics that has extensively documented the unfulfilled promise of meritocracy in education. I argue that the lesson learned from this literature is threefold: (1) educational institutions in practice significantly distort the ideal meritocratic process; (2) opportunities for merit are themselves determined by non-meritocratic factors; (3) any definition of merit must favor some groups in society while putting others at a disadvantage. Taken together, these conclusions give reason to understand meritocracy not just as an unfulfilled promise, but as an unfulfillable promise. Having problematized meritocracy as an ideal worth striving for, I argue that the pervasiveness of meritocratic policies in education threatens to crowd out as principles of justice, need and equality. As such, it may pose a barrier rather than a route to equality of opportunity. Furthermore, meritocratic discourse legitimates societal inequalities as justly deserved such as when misfortune is understood as personal failure. The paper concludes by setting a research agenda that asks how citizens come to hold meritocratic beliefs; addresses the persistence of (unintended) meritocratic imperfections in schools; analyzes the construction of a legitimizing discourse in educational policy; and investigates how education selects and labels winners and losers. (xsd:string)
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  • https://doi.org/10.1007/s11211-014-0228-0. (ISSP) (xsd:string)
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  • 2016 (xsd:gyear)
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  • 10.1007/s11211-014-0228-0 ()
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  • The Unfulfillable Promise of Meritocracy: Three Lessons and Their Implications for Justice in Education (xsd:string)
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  • In Social Justice Research, 29(1), 14-34, 2016 (xsd:string)
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