The Tricky Concept of ‘Educational Equity’ – In Search of Conceptual Clarity

Abstract Within the social sciences, term equity has a helpful and precise meaning – referring to differentiated response an individual’s distinct needs or circumstances. However, since 2000s ‘equity’ been recontextualised within national international education policymaking as generic term. This recontextualisation led being used uncritically refer range of related, sometimes contradictory, concepts. article draws on literature identify five framings ‘educational equity’ recent policy. It suggests that only one these which emphasises responsiveness individual characteristics clear conceptual alignment with core principle equity. The others either relate more strongly equality emphasise tracking measurement outcomes. highlights need for clarity ensure is in informing research, policy, practice.