This monograph examines fundamental themes of equality and democracy prominent in Australian educational discourse and reform efforts during the past century, particularly since World War II. The first section argues that these ideals, while representing positive and progressive intentions, have not contributed to social justice but have led to educational outcomes inconsistent with democratic principles. In fact, Australian education has generally fostered social control rather than social mobility. Subsequent sections attempt to explain the Australian public's persistent acceptance of social and economic inequalities despite educational reforms intended to ameliorate these problems. The theoretical concepts of ideology, meritocracy, reproduction, and hegemony are discussed in relation to established school practices contributing to discrimination against minority children. The essay concludes by discussing ways to make genuine democracy and equality more central in school practices and curricula. Appended are 63 references. Four supporting readings include: "The School--The Institution and Its Controlling Bureaucracy" (B. Bessant), "Letter to an Alternative Teacher" (Bill Hannan); "Crisis of Legitimation: Schools, Society, and Declining Faith in Education" (Svi Shapiro); "Class, Gender and Livelihood? Some Implications for Education" (Johanna Wyn and Bruce Wilson). Also included is an annotated bibliography of 11 references. (MLH)