Equal education opportunity.
Howe's interpretation
Equal access
Contemporary
Participatory
Equal resources to the school and similar formal structure of the school
Does not focus on inequality
Does not focus on education opportunity of equal worth
Unequal funding provided to schools according to their zip code
No consideration for students with special needs or monolinguals with no knowledge of English
Treating students according to their needs
Head start
special education
Bilingual education
Stigma attached to it
Does no reach in rural areas where its needed the most
Does not attack the source of the problem
Self determined students/individuals
Renegotiation of standards and policies with marginalized groups heard with equal respect eg- students collaborate with each other to design classroom expectations
Developing effective voice for students
Unforced meaningful choices without sacrificing sense of culture and identity
Personal Autonomy
Favorable context of choice
Authentic cultural identity
Providing more than the limiting possibilities that a person can think of
ex - Women internalizing that they are meant for certain kinds of jobs limits their possibilities of choices.
Limits in possibilities are internalizes, the oppressed becomes complicit of their oppression. mose's(p - 24)
make their own choices and stand by it.
Being comfortable with their heritage and culture and does not try to assimilate in the dominant culture
This is possible only when the negative talks about the marginalized groups is disrupted.
Disruption alongside inclusion has to happen.
(Dr. Bethy Leonardi, clip 1)
Left out in curriculum.
Equality means equal respect
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Index
Main idea
Criticism
My interpretation
Evidence
Text from articles
Race conscious education
Social Justice
The social existence of students is still guided by potent values that either grant access or build restrictions in terms of social mobility.