Individual Self Determination (Week 3 Synthesis)
Howe - comes up with 3 clear definitions for Equal Educational Opportunity
Moses - Creates a foundation of participatory model; begins with autonomy and identity
Access
Compensatory
Participatory
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"Call to denormalize"
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"Compensatory interpretations are committed to a conception of
equality as "treatment as an equal," as distinguished from the "equal treatment"
conception associated with equal access interpretations. 7 Whereas equal
treatment entails treating everyone the same, treating individuals as equals is
closely aligned with the notion of showing equal respect for them, requires that they be treated differently, in accordance with their needs, interests,
and capabilities"
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How do these ideas interact?
"How can we support a notion of the "good Hfe" entailing that individuals will be
respected who they authentically are within the context of their particular histories and identities?"
Howe gives clear definition to Equal Educational Opportunity, which may have previously been a pipe dream without a definition, leading a lot of policymakers to use language that does not offer all three parts to students. Access seems like the first pillar, where all students are offered the "same" education, such as the idea of "separate but equal". This likely led to many students not getting adequate supports even if it was the same as what other schools were getting, especially in areas with many language learners or students in poverty. Compensatory takes this a step further, calling for equitable action to give supports to 'only' those who need it, e.g. an IEP if a team deems it necessary. Participatory pushes the boundaries of "compesating" a little further to call for individual accommodations-- lessons that hold student choice, classrooms that hold student voice, and students who really know themselves. Moses, in 2002, years later, builds on the idea of how to carry out participatory policy and why it is important. Moses defines the boundaries of 'self' and the deficits of only individualism-- the opposite of some previous policies that focus on the detriment OF the individual. Moses' questions build for a humanistic, holistic approach.
Oppression of self & cultural identity leads to distance between 'self' and 'societal issues'
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“as the responsibility of the individual, in such a way that social policy
must somehow compensate for individuals' cultural deficiencies. ln·
stead, contemporary liberalism attempts to move liberal political theory
beyond the idea that education policy needs to remedy individual cul-
tural deficits, toward the idea that oppressive social structures and sys-
tems need to be changed so that oppressed persons in general, and
students of color in particular, ma;r flourish.”
The first condition of self-determination is that persons have a favorable social context within which to make the significant choices about their
lives. This affects the chamcter of people's choices; even if a choice is not directly coerced, it cannot properly be thought of as a meaningful
choice if it is made within an impoverished context. TI1e second condi-tion is that persons maintain or develop an authentic cultural identity.
The identity that individuals subscribe to is one that they want to have,
not one that they internalize due to oppression or one that is forced upon
them. This enables people to avoid having to sacrifice their authentic personal and cultural identity in order to attain success as defmed by main-stream culture. 11ms, they can be true to themselves and become self-detennining. Education policies must play a part in this proce
One step closer to equity, kind of like IEPs.
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"The participatory interpretation acknowledges the tight connections between self-respect, group-identity, and the worth of given educational opportunities. It also acknowledges that, if not accommodated, heterogeneity among groups diminishes the worth of educational opportunities to groups who lack an effective voice"
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“Whereas equal treatment entails treating everyone the same, treating individuals as equals is closely aligned with the notion of showing equal respect for them, and this requires that they be treated differently, in accordance with their needs, interests, and capabilities” (p.330).
Loosen structure in education; allow for choice and accommodations for individuals within the school setting.