What is the most significant factor for explaining why some
individuals are more successful than others - genetic inheritance,
privileged background or luck? Although conventional approaches
stress the prime importance of one of these, Tyler argues that such
theories fail to deal adequately with the complexity of educational
inequality and suggests that Boudon's model of opportunity and
mobility would provide us with a more productive explanation. By
applying this model to post-war British education he shows how we
might effectively think our approaches to the 'cycle of
deprivation', comprehensive reform and educational spending.
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