… must all be considered on a par. Our current educational system does not treat all subjects as equal in our public education system. The stereotypical reading, writing and arithmetic (primary subjects) take precedence over the fine arts and like subjects (secondary subjects). Social justice criteria as presented in this article, establish that economic variables are a means of determination for favouritism within the educational institution. Where the primary subjects receive ensured funding, the secondary subjects receive funding when deemed viable. This creates inequality at the very base of the institution itself. The result is degradation to all facets of the educational system.“The moral quality of education is inevitably affected by the moral character of educational institutions. If the school system is dealing unjustly… The quality of education for all… is degraded.” (Connell, 1993)I sometimes wonder why administrators and educators, the facilitators of education, cannot realize the reasons behind the success and failures of our education system. I have often heard educators and scholars refer to the greatness of the Renaissance and Romantic eras in world history and their frustrations due to the loss of the benefits of those times. The secondary subjects during those times of grandeur were not secondary, but they were primary and equal subjects to all others; therefore, the benefits of equalization of subjects importance is essential in achieving those past benefits as well as a highly developed society.Connell presents an intriguing argument and concludes with several ideas. “Individual equality is the condition, not the goal, of a just social order.”(Connell, 1993) Education which favours is a “corrupt education” (Connell, 1993) and “social justice is… fundamental to what good education is about.” (Connell, 1993) Finally Connell states that ...
