Meritocracy and education: beyond equality of opportunity

Abstract

The return of inequality has brought about a revival of the critique of meritocracy. The term was coined in the 1950s to warn against the dangers of building a society exclusively based upon merit. Progressively, it lost its negative connotation and the belief that success is the result of hard work expanded in Western countries while inequality increased. Meritocracy is not a mere fiction: it is an ideology that agents incorporate through socialisation, especially in the school system, and with effects in their perception of others and themselves. Moreover, it is a strategic resource in struggles taking place in different fields, institutions, and professions. The school system is meant to realise meritocracy, either in its progressive version —equality of opportunity— or in its conservative form —"effort culture”—. Nonetheless, perpetuating the ideology of gifts and the ideology of merit, the school system not only does not realize meritocracy nor equality of opportunity, but it also reveals all the contradictions produced by the search for school meritocracy. Although still useful, equality of opportunity is not the only possible horizon in the pursuit of equality. Equality of positions must not be forgotten.