Educational Equity Reflection Educational equity is also associated with the notion that students gain equal access to t

Educational Equity Reflection

Educational equity is also associated with the notion that students gain equal access to the resources, support, and the other opportunities they need to have a chance at success in education and the social realm, equal regardless of their background and identity or socioeconomic status. Unlike equality, equity takes into consideration the reality that students come with varying sets of conditions and therefore require differentiation to be able to achieve similar outcomes (OECD, 2019). Equity in education can be best described as a conscious attempt made to do away with the existence of such forms of barriers and the creation of inclusiveonomies where learners have a sense of being treasured and thus, perform to the best of their abilities.

I would define educational equity in the most conventional way in terms of advantages of equal educational provision in a tuition-free and public school, which is mindful of the difference in the starting levels among students. An illustrative example is that students whose families belong to low-income social layers may lack access to technologies in the home, and English language learners may need to be tutored especially. Facilitating equity implies that schools should allocate resources based on the need of measures so that every student gets what he/she requires to become the best.

It is notable that democratic and equity education should be taught because it is in school where the future citizens can be sensitized to be socially responsible, to exercise empathetic understanding, and the need to contribute to civic development. Learning in a just and equitable environment, students become more inclined to understand the relevance of justice, fairness, and inclusion as values that could enhance the promotion of democracy within the society (Banks, 2020).

It is also an urgent need to ensure the fair-sharing of digital tools in contemporary teaching. The school leaders can help to change this by investing in one-to one device initiatives, posting dependable online access to underserved populations and developing professional training to ensure that teachers are also able to integrate technology into education fruitfully. This decreases the “digital divide” which tends to reflect wider societal disparity (Garc 2020).

In my opinion, diversity enhances the educational process by adding different points of view in the classrooms. The reason behind my values of equity is the belief that all children are of equal (inborn) worth and thus have right to success opportunities, no matter the background. Equity should not be a question of optional, added initiative the leader should look at the promotion of equity as the basis of meaningful, inclusive and transformative education.

References

Banks, J. A. (2020). Diversity, group identity, and citizenship education in a global age. Journal of Education, 200(1), 3–17.

García, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and U.S. education policy. Economic Policy Institute. https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education/

OECD. (2019). Measuring student progress and equity in education. OECD Publishing.