Inequality Reexamined
1992 · Harvard University Press
Overview
A normative capability and equality resource for making an equity basis explicit.
Core Question
How should inequality be assessed?
Central Argument
An account of inequality requires explicit normative criteria rather than an unexamined single metric.
Theoretical Contribution
Provides one normative route for Educational Equity inquiry.
Theory Relationships
- Educational Equity Theory — normative resource
Reading Focus
- State the normative basis adopted for the research question.
- Do not recast this work as an education-specific causal theory or sole equity definition.
Legal Access Path
- Open the authoritative bibliographic record — Use the linked publisher, DOI, university, journal, library, or institutional record to locate lawful access through a library or the rights holder.
Sources & verification
- VerifiedThe linked record verifies this work's bibliographic details and lawful access route. — Sen, A. (1992). Inequality Reexamined. Harvard University Press.
- Editorially ReviewedThe central argument, theoretical contribution, relationship, and reading emphasis are bounded Syntag editorial syntheses, not quotations or claims of universal consensus.
- Research GuidanceReading priorities should be adapted to the research question, prior knowledge, access, and disciplinary guidance.
Content is for informational purposes only and does not constitute professional academic advice.