What is the origin of inequity?

Today, I’d like to write about the root of inequity. Where did it begin? I propose that inequity began with a greedy heart. In my reading this week I found two thoughts worth sharing. The first one comes from Curtis Linton (2009) in Courageous Conversations about Race.

“Equity recognizes and values difference. It allows me to give to others what they are individually entitled to, whether is respect, high expectations, opportunity, or dignity regardless of their race.”(p.86)

The second one comes from Carol Edelsky (1999) in Making Justice our Project.

“In a society with unequally distributed property, funding schools through local property taxes ensures unequal funding for schools” (p.13)

As you ponder on these thoughts do you see a greedy heart? This is my stance, if I cannot value another human being and open the doors for him/her to have the same access I have, am I not being greedy?

If we continue to fund schools based on the local taxes aren’t we perpetuating mediocrity and the status quo? Isn’t this the root of inequity in our school system?


About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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