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Balancing the Four Es; or Can We Achieve Equity for Social Equity in Public Administration?

Kristen Norman-Major
Journal of Public Affairs Education
Vol. 17, No. 2 (Spring 2011), pp. 233-252
Stable URL: http://www.jstor.org/stable/23036113
Page Count: 20
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Balancing the Four Es; or Can We Achieve Equity for Social Equity in Public Administration?
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Abstract

Although social equity was brought to the table in the New Public Administration of the 1960s and named the fourth pillar of public administration by the National Academy of Public Administration near the turn of this century, it still struggles to find its place as an equal among the traditional public administration values of economy, efficiency, and effectiveness. The question to be addressed here is, "How do we elevate social equity to equal playing status with the other pillars of public administration?" In addressing this question, three key areas are examined: definitions, measures, and curriculum. By examining how we currently define, measure, and teach about the values of public administration, including social equity, this paper provides ideas for "imagining and improving the future" so that social equity becomes an equal among its peers and becomes a standard of practice as opposed to a stand of courage among public administrators and policy makers.

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