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Unit 2. Exploring Equality and Equity in EDUCATION (Week2) : Activity 2.1 (Guided)
Unit 2. Exploring Equality and Equity in EDUCATION (Week2) : Activity 2.1 (Guided)
1. Jot down a few initial thoughts about what equality in education means
to you.
2. What do you see as the dimensions of equality relevant to your practice?
3. Now think about the context with which you are familiar. This might be
the institution in which you practise or an institution you or a member
of your family attends. What does achieving equity for learners need to
look like in this context? What does it feel like for learners/students,
teachers, you? Spend a few minutes jotting down your thoughts in your
learning journal.
4. In no more than 50 words share some of your thoughts with other
students on your tutor group forum. Are you surprised by any of the
ideas from other students? If you are, what is it that surprises you?
View discussion - Activity 2.1 (Guided)
3. I would like to start with the Equity Concept in the education context to refer equity
treatment, access, duty, and success in the Education system for everyone without
distinction, ethnic , religion or social condition. In other words Equity in Education is to
do effective for everyone the Fundamental Human Right , in accordance with "The
Universal Declaration Of Human Rights" 1948, Article 26.
From my point of view always I would like to make a real equity into my lessons
however not always I can do it. For instance when the students or learners have to write
down an essay I tried to adapt the essay for my students sometimes I need more time to
prepare, and trying to be realistic we do not have the time to adapt the task for every
single student. In the end whats more I made equity into my lessons but not effective,
in the term of the real Equity.
4. Here I go mates, How can you manage the Equity in your Educational context?, when
we are talking about Equity referring to education, How can you be certain that your
students have the same opportunities? in other words How can you know if this is
happening in your Educational context?
Part A
1. Read the description of competing understandings of equality on pp.
2867 of the article Riddell, S. (2009) Social justice, equality and
inclusion in Scottish education,Discourse: Studies in the Cultural
Politics of Education[Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)],
vol. 30, no. 3, pp. 28396 and the authors analysis of the definition of
an equal society as proposed by the UK Government Cabinet Office.
2.
As you read, make notes in your learning journal on the two broad
approaches and look back at your own ideas in Activity 2.1. Which
approach did your ideas most closely match or did you combine
elements of both?
2.
How does it impact on your own practice or drive actions within the
learning environment?
3.
Share ideas with your study partner and comment on each others
interpretation of the policy.
Part C
1.
2.
1,2. According to Dorlings report (pp. 61-9) Lets focus on this bullet points which
shows disparities in Education.
Material inequalities, this point means all that you need to make sure you have
a ideal conditions e.g Food, sleep, transport access to internet, computers etc.
Social and cultural capital; social networks. Follow these we can talk about
how it is important the system of knowledge and how can create a good support
with better access for the people into the Education system, furthermore how we
could collaborate all members to not create such inequality to access a wellpaying job?.
The ways that institutions reinforce social divisions as they group students
into classes, subjects and streams, or fail to compensate for material
inequalities, When you have been created an Education context with the same
mechanism during the last decades; it is clear that it should be review the social
divisions into the Education system, because this kind of issues are became a fail
Education or not achieving with poor results and the trend will show a real
inequality.
mechanisms which might be used to offset the impact of neighbourhood on
educational opportunities. Which of these do you find most convincing?.
My thoughts are focus on the privileging by educational institutions. I believe
that the way to offered a equality education might to include not exclude, The
privilege of the education could be an education which all members can be
access to the equal education without being influenced by the social class to
which you belong.
You will now read three contrasting articles, all of which illuminate aspects of
inequality in education and explore policy, practice and pedagogical considerations in
different contexts rural India, Australia and New Zealand.
Part A
1. Read Orla Kelly and Jacqueline Bhabha (2014) Beyond the
education silo? Tackling adolescent secondary education
in rural India, British Journal of Sociology of Education,
vol. 35, no. 5, pp. 73152.
In this article the authors research the school attendance of adolescent
boys and girls in villages in Gujarat, exploring the reasons for observed
differences in participation in secondary education. It is not important
for you to be familiar with the details of Indian education policy, but as
you read this article you should make notes on the factors which are
identified as restricting girls from benefiting from widened access to
secondary education in this context.
1. You will notice that the authors draw upon the work of R.W. Connell,
particularly on one influential book which stresses the socially
constructed rather than biologically innate views of gender for
example, in relation to class and socio-economic structures in society.
We will explore the ways in which taken-for-granted categories are
socially constructed (for example, teachers assumptions about different
types of learners) later in the module. After you have read the article,
see what you can find out about Connells 1987 book (see the reference
list) and the stance it takes in relation to investigating equality and
gender. Discuss with your study partner how you can find out more
about Connell and her work via the internet, the OU Library, book
reviews etc.
2. Discuss with your study partner what you think are important aspects of
power and sexual politics which have been taken up from Connell into
the Kelly and Bhabha article.
Part B
Read Bishop, R., Berryman, M., Cavanagh, T. and Teddy, L. (2009) Te Kotahitanga:
addressing educational disparities facing Maori students in New
Zealand, Teaching and Teacher Education, vol. 25, pp. 73442.
This case study from New Zealand describes an initiative designed to improve the
educational outcomes of Maori students in secondary schooling. Again, it is not
necessary to be familiar with the detail of the project. As you read the article you should
note down what is identified as constraining participation in learning for Maori students
and consider:
You will notice how the authors of this paper draw on the ideas of Freire in their
arguments; Paulo Freire was an influential educator whose ideas on critical pedagogy
are explored in detail in Section 2. This paper also draws on a number of concepts
which we will interrogate in subsequent sections of this module for example, the use
of narratives and anti-deficit thinking. At this stage you should not spend time
exploring Freires work and these particular concepts and ideas, but it would be helpful
for you to highlight references to them in this particular reading and to make notes on
how they are used. This will enable you to return to this paper later in your studies and
when you are planning your TMAs so you can compare and contrast how Freire uses
the concepts with how other researchers and authors might be using them, defining
them, and/or critiquing their use.
Part C
Read Chapter 18 in the Reader: Fleer, M. Early childhood education as an evolving
community of practice or as lived social reproduction: Researching the taken-forgranted.
In this article, childrens access to early years provision is assumed to be unproblematic
and the focus here is on the educational practices within such settings in Australia and
similar highly resourced environments. The author problematises prevalent pedagogic
approaches and the culturally specific origins of these practices. As you read this article
you might find it helpful to refer back to the interview with Barbara Rogoff (Unit 1,
Activity 1.4). Note down what you perceive to be the notions of equality and/or equity
embedded within the practices described by Fleer. What might be the implications of
her analysis for your own practice or for a learning environment with which you are
familiar?
Part D
1. You should now revisit the views of equality that you noted in Activity
2.1. Is there anything you would like to add to these views?
2. Note down any questions that you would like answered.
3. Compose a short message (max. 100 words) for your tutor group forum
to summarise one thought from your reading this week and one
question that you would like to explore more.
PART A
1. In general lines, I have written down an bullet points, starts with:
India society and the power concept
India has a patriarchal society with gender roles very defined
Part B
Read Bishop, R., Berryman, M., Cavanagh, T. and Teddy, L. (2009) Te Kotahitanga:
addressing educational disparities facing Maori students in New
Zealand, Teaching and Teacher Education, vol. 25, pp. 73442.
This case study from New Zealand describes an initiative designed to improve the
educational outcomes of Maori students in secondary schooling. Again, it is not
necessary to be familiar with the detail of the project. As you read the article you should
note down what is identified as constraining participation in learning for Maori students
and consider:
You will notice how the authors of this paper draw on the ideas of Freire in their
arguments; Paulo Freire was an influential educator whose ideas on critical pedagogy
are explored in detail in Section 2. This paper also draws on a number of concepts
which we will interrogate in subsequent sections of this module for example, the use
of narratives and anti-deficit thinking. At this stage you should not spend time
exploring Freires work and these particular concepts and ideas, but it would be helpful
for you to highlight references to them in this particular reading and to make notes on
how they are used. This will enable you to return to this paper later in your studies and
when you are planning your TMAs so you can compare and contrast how Freire uses
the concepts with how other researchers and authors might be using them, defining
them, and/or critiquing their use.
2.4 PART B
I will share a number of key points that I extracted Bishops text.
Mori students and issues with the others.
Teachers and Teaching methods with Maori students.
The important of built a good relationship among them.
Effective Teaching Profile means not discriminate Mori students just for the fact
being Mori.
give positive feedbacks and positive learning outcomes.
use different strategies to make effective lessons.
create a good environment for running the lessons and the importance of building good
social relationships.
Response ability, all the teachers have ready to give the best education for them and
create the best experiences for their students into the lessons.
anti-deficit thinking concept.
Part C
Read Chapter 18 in the Reader: Fleer, M. Early childhood education as an evolving
community of practice or as lived social reproduction: Researching the taken-forgranted.
In this article, childrens access to early years provision is assumed to be unproblematic
and the focus here is on the educational practices within such settings in Australia and
similar highly resourced environments. The author problematises prevalent pedagogic
approaches and the culturally specific origins of these practices. As you read this article
you might find it helpful to refer back to the interview with Barbara Rogoff (Unit 1,
Activity 1.4). Note down what you perceive to be the notions of equality and/or equity
embedded within the practices described by Fleer. What might be the implications of
her analysis for your own practice or for a learning environment with which you are
familiar?
2.4 PART C
Fleer, M. Early childhood education as an evolving community of practice or as
lived social reproduction: Researching the taken-for-granted".
According to Fleers the new ways that the education has to be taken. There are four
"taken for granted" key points on which the author's thought settle:
how is the child situated inside of or external to the adult world? the orientation of
children to learning; individual and social orientation; conversations as add-ons or
as part of the adult world'.
As we can see, from now on, Fleer tries tries to bring education a step further, in fact,
the child have to be participate in the adult world. On one hand, The approach makes
the adult child's life could be oriented towards equality however what society really
wants to see is the trend of equity to be effective in school settings, creating a good
environment which the child could grow up without inequality. However on the other
hand I think that Rogoffs theory wants to maintain good lifelong learning requires a
balance between: a good needs assessment, a process of negotiation with the teachers
involved in training and ensure good channels and ensure good coordination, both
horizontally and vertically, therefore, I consider it interesting to put into practice,
introducing significant changes with such knowledge. In addition, we think that the
views of the two authors converge on one point: try to get a society that tends more to
equal opportunities and addressing the needs of people for full development of the
individual within the educational framework, not forgetting the social relations between
them and their interactions.
In the end, what really counts are as fundamental notions of fairness and equality, we
will help create new society without having to think about the great barriers that some
school systems have, the objective is to achieve the greatest possible equity in an
society context.
2.5
1,2,3,4
Hi guys this is my thoughts about OECD report,
OECD report, when we are talk about education it is impossible don not think about
the failure education system in all the members of the OECD and how can we manage
reducing drop out into the secondary schools mainly?, the report shows that one of the
main objectives for OECD is looking for the best way for tackling that big issue.
The OECD are agree combined Equity with Equality, all the countries members of the
OECD should care with responsibility about fairness Education system, have a less
inequalities which cause the main of disadvantages, countries should take the same
number of opportunities for there is no inequality. In the end, it is matters, try to socio
economic policies without harming the education system , always seeking equality and
equity , justice , and if possible meet the needs of individuals to not have school failure.
Equity as inclusion means make sure that the students can get to achieve a minimum of
the skills for their life to progress into the Education system minimizing school failure.
What do you think about the OECD report mates?
BIBLIOGRAPHY
https://www.westminster.ac.uk/__data/assets/pdf_file/0018/133236/GenderHierarchy-Power-and-Inequality-UoWSLR-Article-Feb-2012.pdf
Orla Kelly and Jacqueline Bhabha (2014) Beyond the education silo? Tackling
adolescent secondary education in rural India, British Journal of
Sociology of Education, vol. 35, no. 5, pp. 73152
Connell, R.W. (1987) Gender and Power: Society, the Person and Sexual
Politics, Redwood City, CA, Stanford University Press.
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