This article provides a consideration of the problem of equity in education. In the first part of the discussion, the author draws on philosophical and sociological literature to consider what equity means and its implications for education. Drawing on work by Burbules, Lord and Sherman, she looks to curriculum as a condition of access and the importance of learning support structures in bringing about equitable educational outcomes, conceived in terms of Amy Gutmann's democratic threshold. The article offers a conceptual-theoretical model for thinking about the resourcing and curricular requirements for equity in contemporary liberal democratic societies, contrasting the social and economic policy mixes employed by governments situated at different points along a liberty/equality continuum.
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