Excellence Without Equity? A Policy-Practice Critical Analysis of the Greek Education System
DOI:
https://doi.org/10.5281/zenodo.16557007Keywords:
educational excellence, social justice, Greek education, inequality, education policy, teacher quality, model schoolsAbstract
This paper investigates the relationship between educational excellence and social justice within the Greek education system. The study argues that true excellence is unattainable in environments marked by inequality. Through a comparative analysis of seven indicators, the paper reveals significant discrepancies between official policy and classroom reality. Findings indicate that systemic issues, such as resource inequality and outdated materials, undermine meritocracy and equal opportunity. The study concludes that for Greece to achieve genuine educational excellence, its policies must be reframed to prioritize justice and equity, ensuring that all students have a fair chance to succeed.
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