Rethinking Access and Equity in Education
Abstract
I have deliberately chosen to frame my remarks around access and equity because I think the two underpin any discussion of diversity and inclusion. The access question has to do with who has access to the benefits of society and on what terms—who’s in, who’s out? Thinking about equity follows: are the grounds for decision making about who’s in and who’s out fair and just? These are old questions in education, reflective of society and social arrangements within any given country. The old questions are heightened by new arrangements necessitated by Covid 19.
This essay suggests that if we are to address the critical issues inherent in “Diversity, Inclusion and Equity: Synergies and Challenges in the Wake of COVID-19,” in deep and meaningful ways, we need to 1) rethink what schools are for, 2) rethink cultural myths and unconscious assumptions that guide our decision making about who’s in and who’s out, and 3) rethink our personal knowledge. In addressing these points, I reflect on their intersection with my own professional journey.
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