The World Declaration of Education for All and the Dakar Framework for Action have a vision of universalizing access to education for all and promoting equity. Decisions on equitable practices for children are usually made based on an understanding of equity from the perspectives of policy makers and teachers; our understanding of equity from learners’ perspectives is limited. Factors that contribute to people’s differing experiences of access to learning include: ability, ethnicity, culture, gender, socio-economic status, infrastructure and context. Understanding learners’ perspectives of equity will enable and contribute to the development of responsive more equitable learning experiences.
This evolving research project aims to:
- Explore learners’ experiences and perspectives of equity
- Utilise these experiences to develop a psychometrically sound instrument for surveying a wider range and number of learners across New Zealand
- Examine the relationship of factors [ability, SES, gender, culture, language, ethnicity, educational context and setting] in influencing equity
- Understand the relationships in more depth through qualitative interviews
- Develop a measure of equity (based on learners’ perspectives)
- Develop the information that can be practically used by practitioners in education and non-education settings to bring about change
The project will be led by Tracy Riley and Dr Peter Rawlins, working with Institute of Education researchers in the Equity Through Education research group and Mixed Methods Group. For more information or to get involved, contact Tracy or Peter by email.
We are undertaking a review of literature related to learners’ perspectives of equity. If you know of or have been involved in any research seeking their perspectives on what is equitable and inequitable in education, please share it with us by emailing Tracy Riley (T.L.Riley@massey.ac.nz)