Promoting Merit: The Teacher's Ethical Competence in Addressing Educational Poverty

Abstract

The article examines the notion of merit in educational discourse and its relation to individual emancipation from the perspective of engaged pedagogy (hooks, 1994) and the characteristics of present society. Neoliberal societies are characterised by deep and growing socio-economic-cultural inequalities and a considerable disparity in opportunities for learning, self-expression and competence devel-opment among children and young people. The essay explores the central role played by the rediscovery of the educational value of schools and the ethical position of teachers in nurturing individual abilities and talents. It emphasises the reduction of inequalities within the educational environment as a means to effectively address the problem of educational poverty.