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Equity Challenge, Part 2: Low-income SK Students, Miscellaneous, Equality…

- - - - OECD, 9 - Equity in education means that personal or social circumstances such as gender, ethnic origin or family background, are not obstacles to achieving educational potential (fairness) and that that all individuals reach at least a basic minimum level of skills (inclusion). In these education systems, the vast majority of students have the opportunity to attain high level skills, regardless of their own personal and socio-economic circumstances.
        
        Poek, 2020. 541-2 - educational equity is taken to mean a state in which dimensions of privilege and oppression (e.g. race, ethnicity, socioeconomic status, gender, sexual orientation, religion) are not predictive of or correlated with educational outcomes, broadly defined, in any significant way, and...where all learners are able to participate fully in quality learning experiences.
        
        UNESCO, 2017, p. 13 - Inclusion is a process that helps overcome barriers limiting the presence, participation and achievement of learners. Equity is about ensuring that there is a concern with fairness, such that the education of all learners is seen as having equal importance.
        p. 7 - Inclusive education - Process of strengthening the capacity of the education system to reach out to all learners.
        
        UNESCO, 18 - possible INTRO/OUTRO:
        The principles of inclusion and equity are, then, not only about ensuring access to education, but also about having quality learning spaces and pedagogies that enable students to thrive, to understand their realities, and to work for a more just society.
        
        OECD, 15 - Equity as inclusion means ensuring that all students reach at least a basic minimum level of skills. Equitable education systems are fair and inclusive and support their students to reach their learning potential without either formally or informally pre-setting barriers or lowering expectations. Equity as fairness implies that personal or socio-economic circumstances, such as gender, ethnic origin or family background are not obstacles to educational success.
        
        OECD, 16 - These two dimensions of equity, fairness and inclusion, overlap. Often, low socioeconomic background and low performance converge in specific population groups; disadvantaged students are at higher risk of low performance than their more advantaged peers.
      - Bolton, 2017, p. 6 - An equitable education system is one where all students, regardless of their ethnicity, socioeconomic status or abilities, can succeed. Educational equity is comprised of multiple factors, including:
        
        The ‘achievement gap’: the educational attainment gaps seen between different student groups. In New Zealand, and in this report, the primary focus in terms of achievement gaps has been on students from high socio-economic backgrounds and students from low socio-economic backgrounds, and the academic attainment gaps seen between Pākehā and their non-Pākehā peers, particularly Māori and Pasifika students; and
        
        The ‘opportunity gap’: inequities in access to resources or education and social opportunities that can lead to achievement gaps.
      - Ryan, 6 - summarizes multiple researchers - emphasizing instead the relational and structural nature of their misfortunes. Advocates of this approach (eg. inclusion and exclusion) contend that structural processes rather than individuals and groups systemically create barriers and inequalities that prevent the social advancement of the poor, disempowered and oppressed and ultimately inhibit the fair distribution of goods. Social justice will be achieved, then, only when changes to the system allow for meaningful inclusion of everyone, particularly those who are consistently disadvantaged or marginalized.
    - - Sleeter, 1 - Exactly who are the minoritized students varies somewhat from country to country, but they generally include Indigenous students, students of color, students whose families live in poverty, and new immigrants whose parents have relatively low levels of schooling.
      - Bolton, 1 - 'priority learners’ to refer to students who, as the Education Review Office summarises, ‘are groups of students who have been identified as historically not experiencing success in the New Zealand schooling system.’1 This term includes Māori, Pasifika, low-socioeconomic status (low-SES) students and students with special learning needs.
      - UNESCO, 12 - This includes efforts to enable education systems to serve all learners, with a particular focus on those who have traditionally been excluded from educational opportunities. Excluded learners include those from the poorest households, ethnic and linguistic minorities, indigenous people, and persons with special needs and disabilities.
        
        12 - The central message is simple: every learner matters and matters equally.
  - - - Bolton, 51 - Improved educational equity holds great potentiality for positive societal change. Increased levels of education can break cycles of intergenerational poverty, rectify income inequalities, increase civic engagement and reduce invovelment in the criminal justice system.
      - OECD, 24 - Individuals with lower education levels typically have higher unemployment risks, less stable jobs and more difficulties in facing the economy’s demands for ever-increasing flexibility and to cope with technological transitions.
  - - - Sleeter, 2011 - increasingly diverse studets not being represented by a diverse teaching staff - exaccerbates the problem of priority learner underachievement
        
        Why a homgeonous/ non-diverse teaching population is a problem - teaching strategies are invariably more appropriate to the dominant populations, and falling into deficit thinking when such practices fail to reach all of the intended recipients.
        
        also Milne, 2009
      - Emancipatory Approaches (Sleeter, 2011, p. 9)
        
        also Milne, 2009
        
        Sleeter, 4 - emancipatory approaches...while least common, have the most power to bring about lasting change.
        
        Sleeter, 9 - 'disparities exist because schools are institutionalized to produce them' (eg. staffing patterns, segregation, dominant group worldview). 'begin with the premise that those who experience disparities know best what the problems are, thus shifting who defines the problems and their solutions from members of the dominant society to marginalized communities, as part of a broader effort to claim, share, and use power for the community' s benefit.'
        
        shifting power from dominant to marginalized
        
        Sleeter, 12 - clear emphasis on classroom pedagogy that values students' cultural communities and that directly addresses the conditions of oppression their communities face
        
        Theo, 235 - the changes in structure as a result of their beliefs.... positioned traditionally marginalized students’ failure not as their own deficiencies or “fault” but as an inherent result of an unjust system.
      - Sleeter, 7 - Structural approaches attempt to counter disparities by equalizing inequitably distributed resources. 'Rather than viewing the home and community culture of students as the main source of disparities, structural approaches look to systems in which students are educated.'
        
        School Segregation (Bolton, 2017)
        
        Sleeter - focus on systemic changes
        eg. removing tracking/streaming, access to high quality educators, challenging curriculum, removing segregation, culturally fair assessment
        
        does not fully alleviate societal barriers and deficit thinking
        
        Ability Grouping (Bolton, 28)
        Usage of ability grouping can also negatively affect priority learners when unconscious bias is present, pushing them into lower-level work, setting a low bar for success, and separating them from their peers who could be having a positive effect on their performance.
        
        reducing OPPORTUNITY - then achievement
        
        Theo, 235 - SJ principals believed: systems that provided separate programs maintained unequal levels of instruction, maintained the marginalization of particular students, and created a situation in which those particular students received an inferior education.
      - Deficit-oriented approaches to addressing inequity (Sleeter, 2011)
        Milne, 2 - Often we see ‘diversity’ as a problem or a challenge we have to come to terms with, so we address the issue from a deficit perspective.
        
        /when we see diversity or difference as a problem needing resolution
        
        Sleeter, 4 - deficit-oriented approaches, while the most common, are least helpful
        
        Sleeter, 5 - Assimilate to the mainstream:
        The 'solution' from a deficit perspective, is to 'free' students from 'pathological' cultures of their homes by helping them to acquire more of the dominant culture.
        
        Sleeter, 5 - Compensatory approaches:
        
        problem is with the learner
        'Compensatory education has been the main deficit-oriented solution to disparities. It has taken a variety of forms' (/ eg. remedial programmes, with the objective being to move minoritized students into the mainstream quickly)
        
        devalue family and community cultures
        
        Sleeter, 6 - cites multiple researchers who have proven that deficit-oriented approaches 'lower the quality of education for children from low-income households'
        
        Sleeter, 7 - And yet, deficit orientations persist as dominant groups attempt to maintain control over the education system into which minoritized students might assimilate.....Deficit thinking, then, normalized in the minds of many educators and in the routinized ways schooling is done, is bound up with the politics of who gets to exercise control.
        
        Sleeter, 17 - Unlearn deficit thinking
        While improving teach, ing of minoritized students may well require teachers to learn new knowledge and skills, unlearning deficit theorizing also requires that teachers reframe their construction of students.
      - Ainscow, 2016, 159
        The aim must be to “move knowledge around” and the best way to do this is through strengthening collaboration within schools, between schools and beyond schools.
        
        Ecology of equity
        pg. 16 - Ainscow, M., Dyson, A., Goldrick, S. and West, M. (2012a), Developing Equitable Education
        Systems, Routledge, London. https://ebookcentral.proquest.com/lib/auckland/detail.action?docID=957173
        This leads us to argue that the complex processes at work in the schools are linked within what we define as an ecology of equity. This suggests that the extent to which students’ experiences and outcomes are equitable is not dependent only on the educational practices of their teachers, or even their schools. Instead, it depends on a whole range of interacting processes that reach into the school from outside.
        
        Ainscow, 162 - These include the demographics of the areas served by schools; the histories and cultures of the populations who send (or fail to send) their children to school; and the economic realities faced by those populations. Beyond this, these processes involve the underlying socio-economic factors that make some areas poor and others affluent, and that draw migrant groups into some places rather than others. They are also influenced by the wider politics of the teaching profession, of decision making at the district level, and of national policymaking, and the impacts of schools on one another over issues such as exclusion and parental choice. In addition, they reflect new models of school governance, the ways in which local school hierarchies are established and maintained, and the ways in which school actions are constrained and enabled by their positions in those hierarchies.
        
        169 - The aim must be to “move knowledge around...” through strengthening collaboration within schools, between schools and beyond schools. pg. 162
        
        Within schools - school and teacher practices eg. teaching methods, student engagement, group organization and resulting opportunities, relationships and support, response to diversity, community engagement
        
        Between schools - characteristics of local school systems - how different schools emerge, how they acquire different statuses that lead to hierachy through performance and preference, competition and collaboration, processes of integration and segregation, distribution of opportunity, and ability to access similar opportunities
        
        Beyond schools - far-reaching scope - wider policy context, families and resources, professionals' understandings, demographics and history/culture, wider (sometimes global) social/economic processes
        
        Meaningful outcomes can be had at all levels, however they should be complimentary across all levels to most effectively respond to learner diversity
        
        169 - teachers, especially those in senior positions, have to see themselves as having a wider responsibility for all children and young people, not just those that attend their own schools
        
        Sleeter - countries have policy documents in place, but results are underwhelming
        
        3-4 - Because of the urgent need to address educational disparities, countries, states, provinces, and cities commonly have plans in place, at least at the level of policy documents.....the successes of such plans are generally underwhelming.
        
        Bolton, 4 - To truly tackle inequity, every decision made, from the national government and at the school level, needs to be weighed with an eye to improving equity of opportunities and outcomes. Sustained changes leading to educational equity could take quite some time, although there should be no lack of urgency.
        
        UNESCO, 12 - Implementing (/equity) will likely require changes in thinking and practice at every level of an education system, from classroom teachers and others who provide educational experiences directly, to those responsible for national policy.
        
        OECD, 10 - Within school systems
        The way education systems are designed can exacerbate initial inequities and have a negative impact on student motivation and engagement, eventually leading to dropout. Eliminating system level obstacles to equity will improve equity and benefit disadvantaged students, without hindering other students’ progress.
        
        Eliminate grade repetition
        
        Avoid early tracking and defer student selection to upper secondary
        
        Manage school choice to avoid segregation and increased inequities
        
        Make funding strategies responsive to students’ and schools’ needs
        
        Design equivalent upper secondary education pathways to ensure completion
        
        OECD, 11 - Between schools:
        Help disadvantaged schools and students improve
        Schools with higher proportions of disadvantaged students are at greater risk of challenges that can result in low performance, affecting education systems as a whole. Low performing disadvantaged schools often lack the internal capacity or support to improve, as school leaders and teachers and the environments of schools, classrooms and neighbourhoods frequently fail to offer a quality learning experience for the most disadvantaged.
        
        Strengthen and support school leadership
        
        Stimulate a supportive school climate and environment for learning
        
        Attract, support and retain high quality teachers
        
        Ensure effective classroom learning strategies
        
        Prioritise linking schools with parents and communities
        
        OECD - Notion of individual failure (due to percieved shortcomings) is being superseded by school failure - deficient provision of education by schools and systems.
        17 - It is the failure of schools to provide education appropriate to different needs that leads students to fail.
        
        OECD, 18 - The increasing responsibility given to education systems is in line with the important role that education can play in breaking the link between socio-economic background and life prospects.
      - Milne, 2 - The system is biased
        /Milne describes white spaces as modern-day racism, looming large over society as the 'invisible colour' that dictates what knowledge, success, achievement, and organization is relevant and identifies who has the power.
        
        Milne, 2009
        
        Milne - Shifting mindsets is the first step towards equity
        15 - as the Te Kotahitanga research clearly shows, the shift from deficits, monocultural dominance, and epistemological racism, first has to take place in teachers’ and school leaders’ thinking and understanding.
        
        Milne - Ed. achievement tied to teacher perceptions and deficit thinking about certain groups
        13 - a predominant discourse of deficit theorising by teachers about Maori students which resulted in low teacher expectations of Māori students, and created self-fulfilling prophesies of failure.
        
        Milne - expresses concern that encouraging policy rhetoric will be assimilated into the dominant culture's perspective and will lose any true form of significance for those intended. Describes it as p. 15 - indicative of the lack of understanding that is endemic in our system.
    - - Unconscious Bias
        
        Blank et al., 2016, p. 13
        Unconscious bias is an automatic tendency for humans to perceive people, situations and events in stereotypical ways. These attitudes and stereotypes, in turn, affect our understandings, actions and decisions unconsciously.
        
        Bolton, 27 - Lower expectations for priority learner groups:
        In New Zealand, as in many other countries, some teachers hold an unconscious bias against priority learner groups that can lead to lower expectations for these populations.
        
        Blank, 13 - Occurs when an individual:
        
        automatically or unconsciously classifies a person as a member of a group
        
        applies stereotypes to the others based on their group membership
        
        makes decisions based on those stereotypes.
        
        Blank, 30 - Simply put, when teachers expect students to do well and show intellectual growth, they do. When teachers do not have such expectations – students perform poorly.
        31 - Planting positive expectations seems vital – for both students and teachers.
        
        Timp, 2020, 59 - This is particularly common for members of a dominant group or culture because these biases are continually reinforced and perpetuated by the environment.
        
        Timp, 2020, 59 - Biases influence judgments and expectations - good for top learners, not for others:
        Biases influence judgements through what is noticed, and they inform decision making and actions. Leaders and teachers must make multiple decisions throughout the school day and beyond. Most of these in-the-moment decisions are based on tacit knowledge and perceptions of learners with unconscious bias playing a part when deciding what to teach to whom. They influence expectations. This works favourably for those learners who experience high expectations from their teachers but impacts negatively for those who experience low expectations,
        
        Timp, 2020, 59 - Biases are difficult to address, both in the classroom and beyond. This is, in part, because most people are unaware of them, do not fully understand how they work and, understandably, reject the idea that they hold them because they want the best for their students. It is difficult to address something that we are not consciously aware of and that our daily experiences may unknowingly reinforce.
        
        64 - Noticing bias and privilege can be difficult for members of a dominant group who are surrounded by their own values and culture, making their culture invisible to them.
        
        Timp, 2020, 66 - Bias and beliefs drive actions. Schooling based on historical and unconscious biases works well for many learners, but systematically disadvantages others.
      - Equity Traps (McK&S, 2004, p. 601-2)
        ways of thinking or assumptions that prevent educators from....believing that their students of color can be successful learners.
        M&P, 26 - if not mediated, prevent teachers from being successful with all their students, particularly students who represent populations that have historically been underprepared or marginalised.
        
        M&S, p. 628 - Inequity caused by the attitudes/beliefs of educators
        
        also Milne, 2009
        
        Bolton, 2017 - Lower expectations for priority learner groups p. 27
        
        McK&S, 2004, p. 607
        
        McK&P, 2016 - see also racial erasure & naive acceptance of meritocracy
        
        Deficit Views
        M&P, 27 - A deficit view is the belief that students cannot succeed due to a deficit. This deficit might be perceived as intellectual, motivational, behavioural, cultural or familial. Coming from this view, one sees the child, her culture or family as lacking, as the fountainhead for failure.
        
        M&P, 32 - lack of success is a result of what a student comes to school with or without – capabilities, motivation, ‘good’ home life – all external to the school or teaching.
        
        Consequences - Sleeter, 6 - cites multiple researchers who have proven that deficit-oriented approaches 'lower the quality of education for children from low-income households'
        
        low expectations, less challenge, structural responses (streaming, remediation)
        
        M&S - students essentially walk throught the school door with a deficit and teachers should not be expected to correct this
        
        Hynds, 549 - The types of social interactions that students experience with their teachers and their peers directly influence student motivation to engage. These include the expectations that teachers communicate to students as well as the types of instructional strategies teachers use in classrooms.
        
        Teacher and school expectations have been
        shown to have a crucial impact on student outcomes
        
        Walkey et al. https://catalogue.library.auckland.ac.nz/permalink/f/1ac48r7/TN_cdi_webofscience_primary_000326848700003CitationCount
        maintain that students are sensitive to messages from teachers and schools regarding high versus low expectations for success, and that such messages are communicated overtly and covertly.
        
        Racial Erasure M&P, 2017
        The idea that we see everyone the same:
        27 - one either ignores race completely, choosing to categorise everyone as human or substitutes a more ‘palatable’ term for race like poverty. This erasing of race not only eliminates the possibility that one might be a racist but also shifts the responsibility of ‘the other’s’ condition (poor) solely on her or him. The perception is that one can control conditions, like poverty, whereas one cannot control the colour of their skin. Thus, a person can ‘legitimately’ or ‘morally’ hold others responsible for the conditions of their lives
        
        M&P, 34 - Saying that a culture does not value education rather than saying a racial group does not value education allows us to veil our racist assumptions and beliefs from others and ourselves. By erasing race we ‘erase’ our racism.
        
        Consequences - culture and background ignored, structural/systemic issues not confronted (citation)
        
        M&S, 613 - the notion that by refusing to see color, by acting as if we can erase the race of those of color, and by prioritizing other factors— such as economics—over race, we can deny our own racism.
        
        M&S - Mental mind games of racial erasure - remove racism, blame it on poverty, and wash your hands of any responsibility for poor performance
        
        Naive Acceptance of Meritocracy M&P, 35
        This trap... is a belief, unproblematised, that each of us has equal opportunity to achieve.
        
        not subjected to questioning or analysis - taken at face value
        
        M&P, 36 Current understanding of Meritocracy
        students should be advanced and rewarded based on their natural abilities,
        readiness or willingness to learn and effort or motivation – in other words, their individual merit.
        
        M&P, 36 - both racial erasure and deficit thinking are subsumed in this larger trap – specifically related to the criteria for advancement (natural abilities, willingness to learn, effort or motivation), and the positioning of merit at the individual level.
        
        M&P, 36 - /When we remove students from their racial group (which they cannot control) and the 'spectre of racism is removed' we enable judgement on ability alone (within their or their family's control). Under these rules everyone has equal opportunity to improve. 'If one has the abilities, the motivation and puts forth appropriate effort, he can pull himself up by the bootstraps. Everyone, then, has equal opportunity.'
        
        /This narrative does not take into account systemic and historic inequities that prevent such improvement
        
        M&P, 37 - we believe it is naïve to place the sole responsibility for academic success on the individual student or the student’s family. This myopic view is blind to the current social landscape in which some groups are privileged.... and some are disenfranchised....Indeed, the playing field is not level; some have to attempt to play the game while running uphill against the wind. Furthermore, these social structures do not merely affect the individual, they affect entire cultural, social and/or racial groups.
        
        M&P, 37 - A belief in meritocracy aids deficit views and racial erasure
        Regarding the deficit views trap, in a meritocracy students either have the needed assets to achieve or they have deficits that preclude them from achieving. As for racial erasure, if a teacher places the responsibility solely on the merit of the individual student and that student’s family, she may avoid the struggle of confronting issues of social inequities, such as race. She can, therefore, erase race.
        
        M&S, 603 - patterns of thinking and behavior that trap the possibilities for creating equitable schools for children of color. In other words, they trap equity; they stop or hinder our ability to move toward equity in schooling. Furthermore, these traps are both individual and collective, often reinforced among administrators and teachers through formal and informal communication, assumptions, and beliefs.
        
        M&P - Importance of equity traps - we no longer believe minoritized students can achieve and that we can, and have the desire, to assist them to do so
        
        M&P, 603-4 - if we hold the dysconscious perception that some children are at a deficit because of race, poverty, culture, behavior, home language, and so forth and, therefore, are incapable of performing at high levels, we lower our expectations for them. This lowering of expectations affects how we treat the students, and it communicates these lowered expectations to the....students, with the frequent result that the students come to see themselves as being less intelligent or as incapable of doing well in school. These students, thus, often receive a less rigorous curriculum, are held to lesser standards, and often times are placed in special education or lower level classes.
        
        M&S, 628 - These traps ensnare, undermine, and defeat the ability of educators to create equitable schools.
- - - - Poek, 2020, 555/ - Research specifically addressing leadership for professional learning towards educational equity is a rigorous but very small field, located within the huge territory that encompasses all aspects of the three constituent parts as well as their connections.
        
        G&I, 8 - "because the field’s research and understanding of the actual practice of leadership for equity are so nascent
        
        Ryan (2006) recognizes the 'constellation of approaches' to leadership with an equity lens (p. 3).
      - Set up/ link sentence - what we need, but not so easy
        G&I, 27 - The field of educational leadership has called for developing leaders who can eliminate
        disparities between dominant and nondominant groups.
        
        Ainscow, 161 - The challenge for practitioners and policy makers is to find ways of breaking the link between disadvantage and educational failure.
      - UNESCO, 20 - Moves towards inclusion and equity may not always be understood or welcomed in contexts where people are used to segregated education provision, or where educators doubt their ability to cope with learners’ diversity. Therefore, it is necessary to mobilize opinion in favour of these principles of equity and inclusion.
      - Timp, 2020, 66 - Raising awareness of, and explicitly challenging problematic bias and beliefs, requires leaders to embark on an ongoing, deliberate journey. This work is complex and there is no quick fix. It is immersed in seen and unseen emotion, vulnerability and risk. It requires courageous leadership underpinned by inquiry, evaluative thinking and an unwavering belief in social justice. It also requires an inclusive learning culture that provides opportunities for all staff to learn and improve together, in a safe space where the focus is on ‘how will we do better’ (AITSL, 2015). Affirmative action goes beyond the school gates into the wider political sphere where biases and beliefs influence such things as policy design and resourcing, which, in turn, impact on equity. Educators have a role in challenging the systemic causes of inequity as well as dealing with the impacts of bias on individual students’ lives. Addressing unconscious bias and beliefs provides a means to change views and practices in the journey to reach equity and excellence for all in education.
      - Poek, 555 - /Little evidence to link leadership for professional learning and achievement of more equitable outcomes - more about deepening knowledge with intentions to enhance educational equity. Main focus for most of this work is ethnicity and race, little attention given to other dimensions (eg. SES, gender, disabilities)
        
        links to G&I (6) - they recognized inequity across muliple groups (eg. gender, disability), but speciifically targeted race, ethnicity, class, and home language, citing these as the most challenging for educators
      - G&I, 2-3 - /Leaders recognize that inequity exists in multiple contexts (policy, curriculum, culture) and continues to underserve nondominant groups. They seek ways to address such inequities, yet there is a limited understanding of what equitable leadeship actually looks like, how to engage in the practice of it, and how to measure potentially more equitable outcomes.
      - G&I, 25 - The high leverage equitable leadership practices begin to outline what leadership for equity looks like in practice, which has been called for in the literature...but not developed through a systematic process.
    - - Inclusive Leadership
        
        Inclusion
        
        Ryan, 6 - Advocates of this approach contend that structural processes rather than individuals and groups systemically create barriers and inequalities that prevent the social advancement of the poor, disempowered and oppressed and ultimately inhibit the fair distribution of goods. Social justice will be achieved, then, only when changes to the system allow for meaningful inclusion of everyone, particularly those who are consistently disadvantaged or marginalized.
        
        Ryan, 6 -The goal of inclusion is to see that everyone is included in the social processes common to communities and schools.
        
        Ryan, 7 - /Inclusion is not without its problems simple integration into the existing system is an attempt to assimilate minoritized groups without fundamental change - 'People are to be included, that is integrated, so that the system can continue to run smoothly without unnecessary conflicts or any fundamental changes. The status quo persists, with new participants, without any significant changes to the system.'
        
        Ryan, 6 - The point that these scholars make is that social justice cannot be achieved when students (and their parents) are excluded from key educational processes.
        
        Ryan, 7 - The problem with this conservative view of inclusion is that it does not permit the marginalized to participate because they will not have the resources, tools, or skills to do so, or the means to acquire them. Meaningful inclusion, then, requires that the system change. Inclusion involves more than engineering minor problems; it can only be achieved when the structural and inherent features of an already unequal system are changed.
        
        Ryan, 5 - Social justice can be seen in a number of ways. One is in terms of inclusion. Those who promote inclusion believe that social justice can be achieved if people are meaningfully included in institutional practices and processes.
        
        p. 6 - The goal of inclusion is to see that everyone is included in the social processes common to communities and schools.
        
        Inclusion is not without its problems we should acknowledge - simple integration into the existing system is an attempt to assimilate minoritized groups without fundamental change to the system
        
        p. 7 - Meaningful inclusion, then, requires that the system change.
        
        Ryan - SJ and leadership are not innately linked - traditional, management-oriented leadership is not consistent with inclusion, concentrates decision-making, and excludes others via hierachy.
        
        7 - Leadership and social justice are not natural bedfellows; nor are leadership and inclusion
        
        Ryan, 8 - Distributed/collective leadership:
        how leadership can operate within equitable, horizontal relationships, and as a collective process that is organized specifically to strive for inclusion.
        
        Ryan, 8 - The point is that hierarchies are not consistent with inclusion. They exclude those not privileged enough to occupy formal positions of authority and those who do not possess the personal characteristics needed to influence others. For leadership to be genuinely inclusive, it must foster equitable and horizontal relationships that also transcend wider gender, race and class divisions.
        
        9 - Leadership is best seen not in terms of individuals but as a collective process.
        
        Ryan, 9 - If leadership processes are to be inclusive they need to be organized to advocate for inclusion. This is because advocacy can counteract commonplace resistance to inclusive ideas and practices.
        
        Inclusive leadership is about advocacy and resistance
        
        Ryan - Interwoven into the missions and goals of organizations, so it becomes partof daily practice and part of the culture
      - Ryan, 2006 - Collective/distributed leadership
        Ed. Council, Wenmoth, 23 - Networked leadership is relational, collective, and emergent. It is both distributed and democratic. All teachers collectively assume responsibility for the well-being of the school. Teachers, students and whānau don’t simply have a voice in running the school—they actually run it.
      - Ed. Council, 17, Gilbert - A profession-led system will only be successful if it doesn’t just reproduce the status quo. Everything in a system can socialize that system back into being what it has always been unless there are interventions of transformative change that prevent this. We need leaders who can develop leaders who are more than they have been able to be themselves and this takes a special type of leadership and particular methodologies
      - Ed Council, 18, Robertson - On the types of leaders her principal prep programme generated:
        system leaders for New Zealand schools who have a disposition to learn, and a strong moral purpose for addressing inequity and for seeking the solutions to student under-achievement collaboratively with other leaders.
      - Munby, 2016, 7 - use the most powerful possible lever for change: shared moral purpose.
      - Hynds, 568 - The ability to investigate and confront discrimination and racism must be a key aspect of any school leadership development.
      - Timp, 2020, 60 - Good intention is rarely enough to challenge the problematic underlying biases that maintain the status quo of inequitable outcomes.
      - Courageous Leadership
        Theo - those who lead for social justice must develop resistance - against the history and systems maintaining inequity, against the inertia and biases of others (schools, teachers, districts), and resistance to sustain the difficult fight for SJ
        
        238 - They faced resistance from within and outside of their schools and communities.
        
        Ecology of equity reference - resistance within, between, and beyond
        
        G&I, 18 - from study participant:
        *“Leaders who practice equity are intentional, purposeful and courageous in the decisions that they make that often afford opportunity to smaller groups of students who have been out of power for far too long.” *Equitable leadership practice thus requires unwavering action to address inequities and redistribute power and opportunity “even when there is personal risk involved."
        
        Theo, 248 - These leaders were steadfast advocates for social justice and paid a high price for that work.
      - G&I, 26 - Different conception of leadership - moving away from individualized approaches to a collective community of learners focused on transformative change
      - Theo, 253 - SJ leadership is the new definition of good leadership, and years of 'good leadership' alone have led to inequity:
        the leadership described in this article goes beyond what has been seen as good leadership and raises the challenge to recast good leadership as leadership for social justice.... leadership that is not focused on and successful at creating more just and equitable schools for marginalized students is indeed not good leadership. I caution us all to consider that decades of good leadership have created and sanctioned unjust and inequitable schools. The kind of leadership that needs to be defined and discussed as good leadership is the leadership the principals in this study have pioneered, leadership centered on enacting social justice, and leadership that creates equitable schools.
    - - G&I, 5-6 - /if we expect matters of equity and cultural reponsiveness to be at the forefront of effective leadership practice, then these matters must form the very basis of leadership policy and practices, not merely just a part of larger policy initiaitves. Policy should 'grow' from the notion of equity as a starting point.
      - G&I, 6 - Study sought to address race/class as they are most difficult. Did so from a bottom-up process to arrive at leadership practices that specifically challenge and seek to redress these issues that sustain educational disparity.
      - G&I, 7 - /To engage in equitable leadership practitioners must move away from a deficit view of problems and solutions based on the characterization of individuals to practices that employ an equity lens to specifically address structures and systems that magnify systemic and societal inequities
      - G&I, 19 - /If we desire a radical change to current practices and outcomes then we need to produce something radically different that exposes the biases, values, and beliefs in education
      - G&I, 25-6 - /Participants argued for a shift in how leadership is conceptualized, from traditional, hierachical, and individualistic, to collective and participatory, using explicit language that specifically highlights inequity within systems
      - G&I, 26 - unlikely to redress existing gaps without countering broader systemic, historical, and sociopolitical roots of the disparities. We suspect that our participants’ call to make these roots a central focus within the high leverage practices stems from their commitment to countering pervasive colorblindness and unexamined power and privilege that reinforce and sustain inequities. This was evidenced by participants’ urging to name race, class, and other group-based disparities; incorporate explicit language on the systemic nature of disparities; and articulate shifts in power structures.
  - - - G&I, 2017, 7/ - moving from a deficit view of problems and solutions at an individual level to practices that employ an equity lens to specifically address structures and systems that magnify systemic and societal inequities
      - Theo, 2007, 223 - I define social justice leadership to mean that these principals make issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States central to their advocacy, leadership practice, and vision. This definition centers on addressing and eliminating marginalization in schools. Thus, inclusive schooling practices for students with disabilities, English language learners (ELLs), and other students traditionally segregated in schools are also necessitated by this definition.
      - UNESCO, 26 - Leaders at all levels need to establish the conditions within their organizations for challenging non-inclusive, discriminatory and inequitable educational practices. From the complementary perspective, leaders need to establish the conditions that build consensus and commitment towards putting the universal values of inclusion and equity into practice.
      - Ryan, 5 - SJ is difficult to define:
        Social justice can be seen in a number of ways. One is in terms of inclusion. Those who promote inclusion believe that social justice can be achieved if people are meaningfully included in institutional practices and processes.
        
        6 - social justice cannot be achieved when students (and their parents) are excluded from key educational processes.
- - - - Bolton, 26 - in NZ context:
        The competition between schools generated by Tomorrow’s Schools has, in some ways, proved to be detrimental for priority learners. The reforms have increased the tendency for schools to market themselves to their potential parent community and have led to increased ethnic school segregation.
      - Could link to HSEP policy change & 2002 article
        Harg, 2017, 78 - one way to support a preferred strategy is to weaken the case of those who oppose it. In recent years, market-based or market-inspired organizations and intellectuals have martialed arguments against the growing global case for a highly paid and well-resourced collaborative teaching profession.
        
        78 - as support for professional collaboration has mounted, opposition has begun to surface among market-based and privately supported organizations of educational development.
        
        83 - Yet, in general, as an overall strategy, the move from a public system that supports professional collaboration to a market system that rests on school-by-school and individual teacher competition, is not supported by the evidence of greater positive impact.
      - K&P, 2022, 3 - But since the early 2000s the number of private high schools called as ‘autonomous private schools,’ which can select students by their own criteria with flexible school curricula, has increased. In 2015, the share of autonomous private high schools and...special purpose high schools was 18% out of total 247 general high schools in Seoul.
      - Lee, 2002, 19 - Advocates for school choice, student selection:
        The main source for the trouble is the lack of meaningful competition in secondary education. The industry as a whole is heavily regulated....This makes all high schools evenly mediocre.
      - Kim, 2021, 61 - this study found significant socioeconomic disparities in attending selective academic high schools and 4-year universities in the capital area, relative to non-selective academic high schools and 4-year universities in the non-capital area. These findings imply that family SES has an important role in differentiating students’ educational transitions
      - Park, 2007, 184 - Although there are controversies as to whether the South Korean government should continue this policy given increasing demand for diversity and choice of secondary education, the equalisation policy is considered to have contributed to demolishing the hierarchical structure of secondary education and alleviating extreme competition for high school admissions.
    - - K&P, 2022, 9 - In this sense, our study is generally in line with previous literature showing greater socioeconomic inequality in educational outcomes among tracked educational systems than comprehensive systems.
    - - K&P, 2022, 1 - Rationnale for changing to a market-based system:
        The limited ability of Korean and Japanese education to provide individualized learning opportunities is perceived to be particularly problematic in the context of changing economy and globalization where highly-skilled workers with flexibility and creativity become a pivotal asset for economic development of a nation.
        
        The educational reform has been quite substantial so that no longer the typical image of highly standardized Korean education is valid.
      - Lee, 2002, 19 - There is no free market. The only competition among high schools is in the number of students they can send to colleges. Many high schools then resort to Spartan training to prepare a selected group of students for college entrance exams. They often target the upper 10 to 15 percent of students; the education of the remaining 85 to 90 percent becomes in effect a responsibility of those students' parents. Parents who can afford it then offer private education as a substitute for in-school education. Students who do not belong to the upper 10-15 percent and whose parents cannot afford private education are then left out in the cold.
      - Lee, 2002, 20 - Unless meaningful competition is brought back into in-school education, Korea will continue to produce mediocrity.
      - Lee, 2002, 22 - The country needs an increasingly more diversified work force that can think and act originally and creatively. In order to foster an education system that would promote individual freedom, originality, creativity, and diversity in general, more freedom should be injected into the education system. Students, parents, teachers, school administrators, employers, and other interested parties should be able to freely choose whatever they want regarding education. This kind of freer choice can only be possible when the administration of the school system is deeply decentralized.
      - B&K, 161 - However, since the mid-1990s when educational excellence emerged in South Korea as a key issue regarding national competitiveness in the global market, there has been an important shift from this egalitarian approach to the market-oriented one in South Korean secondary education.
      - Rob, 1994, 514 - The elimination of tracking in schools.... have resulted in overcrowded classrooms that serve the gifted, the average, and the learning disabled. In this impossible situation, the teacher can either choose to teach the few well or everyone less than well.
  - - - Equity as fairness
        
        OECD, 15 - Equity as fairness implies that personal or socio-economic circumstances, such as gender, ethnic origin or family background are not obstacles to educational success.
        
        In the Korean context, it may be necessary here to redefine what educational success looks like. While the premise remains the same the cultural significance of higher education, particularly from certain prestigious institutions, indicates that graduating from high-school (as the OECD defines success) may longer be enough to declare success.
- - - - Kwon et al, 2017, 75 - Teachers are worried that their method of teaching in the classroom will be affected by the new policy, and students are concerned that the new college entrance system would affect their way of preparing for it. Although it is expected that the new policy will not change the whole system drastically, even minor changes in the high-stake examination policy affect the stakeholders greatly.