Educational pluralism and vulnerable children

Pluralismo educativo y niños vulnerables

Charles L. Glenn, Boston University

DOI

10.22550/REP80-1-2022-01

Abstract

Once again Spain has adopted a comprehensive education law. It is not my place, nor am I competent, to comment on the contro-versial process leading to this legislation, nor to its changes in the framework for the provision of schooling. The legislation offers an appropriate occasion, however, to seek answers to several questions relevant to every free society: What are the appropriate scope and limit of any government’s role, in a free society, in the formation of its citizens? How have these changed in a time of growing cultural conflict? What arrangements for schooling are best suited to accommodating deeply-rooted cultural di-visions while nurturing the qualities that citizens should possess? How can these arrangements serve as a vehicle for both freedom and justice, especially for those children who are most vulnerable?

Please, cite this article as follows: Glenn, C. L. (2022). Pluralismo educativo y niños vulnerables | Educational pluralism and vulnerable children. Revista Española de Pedagogía, 80 (281), 91-116. 10.22550/REP80-1-2022-01

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Author Biography

Charles L. Glenn is Professor Emeritus of Educational Leadership and Policy Studies at Boston University. From 1970 to 1991 he was Director of urban ed-ucation and equity for the Massachusetts Department of Education. Glenn has published more than a dozen books on historical and comparative dimensions of educational freedom and on the education of immigrant and racial minorities, most recently Muslim educators in American communities (2018), and co-edited a four-volume work with chapters on 65 national systems of education.

https://orcid.org/0000-0002-1416-0879

Citación recomendada | Recommended citation

Glenn, C. L. (2022). Pluralismo educativo y niños vulnerables | Educational pluralism and vulnerable children. Revista Española de Pedagogía, 80 (281), 85-110. 10.22550/REP80-1-2022-01