Petition Closed

Equity Not Equality

This petition had 54 supporters


           The ideas of equality and equity are often misunderstood and misused.A common understanding of educational equality is that schools should offer all students the same education. This way all students will have an equal chance. A common understanding of educational equity is that all children should be given the education they need to achieve certain outcomes. Both of these ideas make sense at first glance, and they clearly connect to ideas of fairness. However, when these ideas are used to orient policy approaches, undesirable consequences might arise.Equality is about the sameness, it promotes fairness and justice by giving everyone the same thing, while the equity is about fairness, it's about making sure people get the same access to the same opportunity. Not all students are the same, we have different skills, talents, and needs, we must not treat the same and teaches the same thing and same way.

      Just like doctors, If doctors give same medicines and prescription to all the patient the result might be tragic and so many people will get sick, yet when it comes to school this exactly what happened, this is an educational malpractice. When one teacher stands in front of the class teaching all students with different strength, different needs, different skills, different knowledge, and different dreams, yet they teach us the same thing in the same way, that's exactly the problem. All think it's equality but not fair, treating the students all the same. It is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education”. The instrumental goals of K–12 education for individuals include access to higher education and a constellation of private benefits that follow college education such as access to interesting jobs with more vacation time and better.

the special issue focused on equality and equity in deliberative democracy. The
essay proposes some initial working definitions of equity and equality and offers reasons why scholars
and practitioners should attend to both. We outline the basic structure of the issue's three sections and
preview the contributors’ articles, with special attention to the opportunities and the challenges of
achieving equality and equity within the deliberative system.

This special issue examines different approaches to the full inclusion,
participation, and influence of all voices in deliberative theory and practice. In
approaching this issue, we mark a key distinction between the values of equality
and equity. By equality, we mean an approach to deliberative fairness that
emphasizes the need to treat all deliberator the same, regardless of their power outside of the deliberative forum. This approach holds that
deliberative fairness is most likely to be achieved when those background
inequalities are put aside, bracketed, or neutralized in discussion. In contrast,
equity means taking into account the advantages and disadvantages that have
shaped participants’ experiences, which may require treating participants
differently in order to create conditions that achieve fair deliberation and
decisions.  equality asserts The fundamental sameness of common humanity” and the need to“abstract from social circumstances,” while equity emphasizes “attending to” social circumstances and the resultant distribution of power and resources. The contributors to this issue take up this core distinction between equality and equity in a variety of different ways, and occasionally with slightly different terms, but all of them are confronting the common challenge of creating circumstances in which all deliberator can participate fully and even authoritatively.

Friction between equality and equity also emerges in each stage of public
deliberation, confronting organizers with thorny decisions about the design of
institutions and projects, naming and framing issues, recruiting community
members, rules for participation and decision making, and implementing
outcomes. At every point in the process, civic forums must address the question
of whether public deliberation should be organized using an equality or equity
approach, or how to balance the two. For example, if we issue a general call for
participation through “neutral” channels, can we have much hope of attracting
less privileged and empowered community members? In the absence of
facilitation or institutional rules that actively promote contributions from nondominant
participants, and encourage thorough questioning of prevalent
understandings of issues, are we likely to reproduce the power dynamics that
helped create the very social problem under discussion? Alternatively, at what
point does stocking the room with under-represented people fall prey to charges
of stacking the deck in favor of particular outcomes, risking the perceived
legitimacy of deliberation?

Equality and equity must also be considered as outcomes of public deliberation.
The historically marginalized are often drawn to politics more by a hunger for
more equitable policies than for opportunities to deliberate. How concerned
should we be about whether the policies developed through deliberation are equal
or equitable? Can we be assured that deliberation will deliver fairer outcomes than
other kinds of political engagement? What steps, if any, should deliberative
democrats take to compel attention to equity and equality as critical aspects of all
policy decisions? These are the questions that have motived this special issue.

Full and fair inclusion of all perspectives is a foundational element of deliberative
democracy, but we still have much to learn about how such inclusion is achieved
in practice, given connections, tensions, and trade-offs between competing values
at all stages of deliberative processes. When it comes to issues of equality and
equity, not enough space has been given to the insights and lessons that
practitioners learn on the ground and to the benefits of conversations between
scholars and practitioners about the hard choices that arise in different parts of the
deliberative system. Too little effort has been devoted to understanding the
conditions under which equality and equity reinforce each other and when they
pull in opposite directions. We hope this special issue brings renewed attention
and energy to theorizing and research on approaches to realizing equality and
equity, to the ways the two values are both linked and distinct, and to how
scholars and practitioners might collaborate to understand and produce more
inclusive and effective deliberation.

 

 



Today: Nuri is counting on you

Nuri Lee needs your help with “Department of Education: Equity Not Equality”. Join Nuri and 53 supporters today.