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What is Education Equity

Handbook of Research on Teaching in Multicultural and Multilingual Contexts
McDermott, Frankenberg, and Williams (2013) say that education equity, also called educational equity, in education is a contested notion. This chapter is particularly interested in the equity commitment that is delineated in the preparation of all students for the 21 st century: High-quality academics, high-quality staff, broader community and family supports, research-based accountability, and aligned resources championed and orchestrated by well-developed leaders who can transform institutions by eliminating inequitable practices and cultivate the unique gifts, talents, and interests of every learner to enhance possibilities for the success of every learner (the author’s own positive twist). It follows, therefore, that strengthening every mother-to-be, mothers’, and caregivers’ relevant occupational intelligence for unlocking their babies’ potential would be a significant contribution to education equity.
Published in Chapter:
The Universal Language of Sustaining Quality Peace and Resilience: Enhancing Learning and Harmony Across Cultures
Mafole Sematlane (MakeOver Institution Building, Lesotho)
DOI: 10.4018/978-1-6684-5034-5.ch009
Humanity's traditional approach to social problems, inequities, and abuses has been a deficit approach, using force, largely reactive, taking recourse to legalistic action, protests, or demonstrations. Social problems, inequities, and abuses continue despite efforts at building peace and resilience. Experts say that society knows very little about what peace is, and what it is not, because it studies peace only in terms of war, violence, aggression, and conflict. They advise that power (love) accomplishes with ease what force (fear, separation – legalistic action, warfare, protests, etc.) even with extreme effort cannot. This chapter introduces the universal language of and the underlying processes for sustaining quality peace and resilience as the means for affecting the necessary change from the deficit approach to power-based approaches. Teaching and learning the language of sustaining quality peace and resilience at all levels of education will contribute to quality education and education equity significantly.
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