This paper presents a comparative research work of European Educational policies of cultural and religious recognition based on the political philosophy of Nancy Franser and Seyla Benhabid. This paper discusses Nancy Fraser’s concepts of Recognition and Redistribution as two relevant theoretical instruments to understand the complexity to interpret Children’s right to Equitable Education in the school practice. The Right of Equity in Education is considered as a multifaceted theoretical concept, since it included several meanings sometimes contradictory and sometimes complementary, such as the right to an equitable distribution of property (distributive justice) and the recognition of cultural and social differences (cultural justice). Seyla Benhabid’s normative conditions are even used to analyse if and how diversity’s claims can be compatible with equality’s claims in European Educational policies of cultural and religious recognition. According to Benhabid (2004) diversity is compatible with equality claims only if diversity strategies do not restrict the following conditions: 1. Egalitarian reciprocity: Members of minorities are guaranteed to have the same equal civil, political, economic and cultural rights as the majority 2. Voluntary self-ascription: Individuals of cultural and religious groups have the right to express themselves if they will continue to be or not members of a religion or of an ethnic group. The government cannot let minority groups determine their members’ ascription to the group 3. Freedom of association and of exit: Individuals must be able to remain members or exit their cultural or religious groups when they want. Taking Benhabid (2004) as a starting point, this papper suggests that Educational recognition policies are compatible with the Children’s right to Equity only if pupils from minorities are guaranteed the same right to knowledge as individuals of the majority at the school practice.

The methodology used in the research work includes: -study of research literature about European Educational policies of cultural and religious recognition targeted to the children of minorities - Study of research literature about European School practices based on cultural and religious recognition targeted to the children of minorities

A theoretical discussion of the dilemma of Recognition-Redistribution in the research on Children's right to Equitable Education leads to a consideration of the complex consequences of curriculum school strategies of reducing and modifying compulsory curriculum goals for the children’s’ of religious and ethnical minorities.