Conceptualizing Quality Education from the Paradigm of Recognition

Abstract

The paper contributes a conceptualization of quality education from the paradigm of recognition to existing approaches. Drawing principally on the two complementary perspectives of the politics of recognition, namely, the social justice and the self-realization, the paper develops a conceptual framework of quality education with an emphasis on securing equal social status and opportunity of self-realization for all learners in culturally diverse schools. This framework under the inputs-process-outcomes model gives an overarching understanding of how quality education is defined in a multicultural society.

Keywords: quality education, paradigm of recognition, equal status, self-realization, culturally diverse schools.