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Affirmative action. Discrimination positive. Reservations. Quotas.
Such policies aim to increase access to and equity within higher
education. How do different national and social contexts affect how
affirmative action policy is conceptualized, discussed, justified,
and designed? Scholars from Brazil, Bulgaria, China, France, India,
South Africa and the United States address this central question by
seeking to understand how unique national contexts shape
affirmative action for students in higher education around the
world. This unique volume includes both well established and
emerging policies from the Americas, Europe, Africa, and Asia.
These policies developed under a variety of political systems and
target a range of underrepresented groups, based on race,
ethnicity, gender, class, social background, or region. Accessible
and thought provoking case studies of affirmative action
demonstrate that such policies are expanding to different countries
and target populations. While some countries, such as India, have
affirmative action policies that predate those in the United
States, affirmative action is a recent development in countries
such as Brazil and France. Contemporary legal or political
pressures to move away from explicitly race-based policies in
several countries have complicated affirmative action and make this
assessment of international alternatives particularly timely. New
or newly modified policies target a variety of disadvantaged
groups, based on geography, class, or caste, in addition to race or
sex. International scholars in seven countries spanning five
continents offer insights into their own countries' experiences to
examine the implications of policy shifts from race toward other
categories of disadvantage, to consider best practices in student
admission policies, and to assess the future of affirmative action.
Affirmative Action Matters focuses specifically on affirmative
action policies in higher education admissions, the sphere that has
been the most controversial in many of the nations that have such
policies. It brings together distinguished scholars from diverse
nations to examine and discuss the historical, political and
philosophical contexts of affirmative action and clarify policy
developments to further the meaningful equality of educational
opportunity. This unique volume includes both well established and
emerging policies from the Americas, Europe, Africa, and Asia,
policies which developed under a variety of political systems and
target a range of underrepresented groups, based on race,
ethnicity, gender, class, social background, or region. Accessible
and thought provoking case studies of affirmative action
demonstrate that such policies are expanding to different countries
and target populations. While some countries, such as India, have
affirmative action policies that predate those in the United
States, affirmative action is a recent development in countries
such as Brazil and France. Legal or political pressures to move
away from explicitly race-based policies in several countries have
complicated affirmative action and make this assessment of
international alternatives particularly timely. New or newly
modified policies target a variety of disadvantaged groups, based
on geography, class, or caste, in addition to race or sex.
International scholars in six countries spanning five continents
offer insights into their own countries' experiences to examine the
implications of policy shifts from race toward other categories of
disadvantage, to consider best practices in student admission
policies, and to assess the future of affirmative action.
How to handle affirmative action is one of the most intractable
policy problems of our era, touching on controversial issues such
as race-consciousness and social justice. Much has been written
both for and against affirmative action policies--especially within
the realm of educational opportunity. In this book, philosopher
Michele S. Moses offers a crucial new pathway for thinking about
the debate surrounding educational affirmative action, one that
holds up the debate itself as an important emblem of the democratic
process. Central to Moses's analysis is the argument that we need
to understand disagreements about affirmative action as inherently
moral, products of conflicts between deeply held beliefs that shape
differing opinions on what justice requires of education policy. As
she shows, differing opinions on affirmative action result from
different conceptual values, for instance, between being treated
equally and being treated as an equal or between seeing
race-consciousness as a pernicious political force or as a
necessary variable in political equality. As Moses shows, although
moral disagreements about race-conscious policies and similar
issues are often seen as symptoms of dysfunctional politics, they
in fact create rich opportunities for discussions about diversity
that nourish democratic thought and life.
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