ABSTRACT
In this paper I seek to do four things. First, I wish to give a conceptually rich overview of competing concepts of equity in educational policy. Second, I review the fundamental challenge of postmodern thought and values to equity as a serious priority in educational policy. In particular, I want to explore the pitfalls of anti-foundationalism to the possibility of making equity claims and policy in education. Finally, I want to argue that, despite the complex and contested nature of educational equity, despite assaults from both the political right and left on equity as a serious educational policy priority, and despite the implausible obfuscation of ‘excellence-for-all’ policies, equity remains at the heart of the raison d’être of publicly funded education and is here to stay over the long term.
