ABSTRACT
The aim of this chapter is to expose a paradox permeating teaching. Educational professionals, in general, perceive teaching as, what is euphemistically known, a ‘caring profession’ and a preparatory system for living in a democracy. However, no substantive developments towards the ‘démocratisation’ of education have occurred. The outcome is that, while children are legally compelled to attend school, their democratic rights and freedoms are greatly endangered and uncatered for at school. Children who are different because of their class, race, religion, ability, sexuality etc. are more vulnerable to damage by the education system manifesting in higher non-completion rates, low attainment standards, fewer opportunities at higher education level and, indeed, abuse.
The chapter also considers the role of some human rights legislation which forces educational professionals into ‘democratising’ education, by challenging the understanding of the qualities of a ‘good educator’ and the training and selection of educational professionals. It examines developments required within education to synchronise it with human rights charters’ demands for democratic education.
It is necessary to accept that focusing on specific aspects of equality in the new millennium can be ‘only tinkering’ with the system. Equality can be attained in a system that provides education results from a serious and comprehensive analysis of the links of education with society.
