What Does Equitable Access to Education Look Like in Pluralistic Societies?
Abstract
By now educators are at least familiar with the term equity as it has now become a buzzword among policy makers, leaders, and practitioners alike (Hytten & Bettez, 2011). Despite the awareness of the term, however, education advocates and researchers of equitable access in education would argue that there is very little in-depth understanding of equity, and in spite of school leaders and teachers being cognizant of the concept, few are able to successfully provide equitable access to students who are part of marginalized groups (Gay 2002; Hytten & Bettez, 2011; Paris & Alim, 2017). In fact, we continue to ask questions around equity that are no longer relevant (Paris & Alim, 2017). The questions around equity that we ask today are rooted in wondering why students who are part of marginalized communities are not being successful by homogenized, hegemonic standards that reflect whiteness. In fact, students of color have outnumbered white students in public schools since 2014 (Howard, 2003; Paris & Alim, 2017). As Paris and Alim (2017) point out, the question we should be asking now is what does equitable access look like by the standards of pluralistic societies?
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Martin, Shauna, "What Does Equitable Access to Education Look Like in Pluralistic Societies?" (2021). Curriculum Studies Summer Collaborative. 25.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/25
What Does Equitable Access to Education Look Like in Pluralistic Societies?
Stream B
By now educators are at least familiar with the term equity as it has now become a buzzword among policy makers, leaders, and practitioners alike (Hytten & Bettez, 2011). Despite the awareness of the term, however, education advocates and researchers of equitable access in education would argue that there is very little in-depth understanding of equity, and in spite of school leaders and teachers being cognizant of the concept, few are able to successfully provide equitable access to students who are part of marginalized groups (Gay 2002; Hytten & Bettez, 2011; Paris & Alim, 2017). In fact, we continue to ask questions around equity that are no longer relevant (Paris & Alim, 2017). The questions around equity that we ask today are rooted in wondering why students who are part of marginalized communities are not being successful by homogenized, hegemonic standards that reflect whiteness. In fact, students of color have outnumbered white students in public schools since 2014 (Howard, 2003; Paris & Alim, 2017). As Paris and Alim (2017) point out, the question we should be asking now is what does equitable access look like by the standards of pluralistic societies?
