Introduction
The equal right to inequality, an analysis by Morgan Luck (2009) of the inequalities and ethical dilemmas in study modality, has established a discussion point of the inequalities that are addressed by equity practices in education. Through critique and evaluation of ethical positioning, of Luck’s article, it is seen that all study modes have some inherent disadvantages. This draws the conclusion that to provide equal disadvantage to students across different study modes, is in fact equitable; facilitating fairness in the delivery of on-campus and off-campus learning.
This paper will critique the article by Luck (2009), which centres on the ethical situation of on-campus cohorts being provided distance (off-campus) learning resources
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343) states that there is disagreement and confusion about what the concepts of equity and equality really mean and what they involve. Equity recognises that there are some who are ‘worse off’ then others, which limits their access to engaging in public discourse such as education, therefore steps are required to be taken to provide these people with equitable access to education (Schement, 2001). In this context Ramsden (1999) discusses how quantity of resource, acts as an equity mechanism, While students who study on campus are able to receive learning instruction in the form of tutorials and lectures, which are supplemented by the reading materials. Distance students have to rely on the interpretation of purely textual (written) information to study. Therefore the increase of ‘physical’ resources available to distance students weighs up as equal in comparison to the content available to on-campus students. Concurrent research pivoting off Ramsden’s (1991) work suggests quantity of resources as an equitable practice can be yielded as agents of change in educational outcomes (Lane & McAndrew, 2010), engagement in learning (Cramp, 2011; Dunne, Zandstra, Brown & Nurser, 2011 p. 113-124) and developing heightened productivity in learners (Taylor & Wilding, 2009). Therefore it is wholly an appropriate view that the provision of differing quantities of resources to students, dependent on their enrolled delivery mode aids to balance out inequality that is …show more content…
In the context of resource development and delivery at the Careers Australia Group, a private RTO, it can be seen that resources can by fairly disseminated to the different delivery modalities by ensuring ethical practices are adhered to. There is one set of resources developed for all delivery modes, it then falls to the instructional designers and trainers to ensure that the delivery of these materials meets the needs of the students and is delivered with the differentiation in student capacities in mind. Students have inherently different abilities when it comes to learning (Flemming & Mills, 1992) and dependent on the mode of delivery can be enhanced on the students capacities defined through their dominant learning modality. A student who does well in an online environment, may not do well in a face-to-face learning environment, this may be due to the learning modality of the student. Therefore it can be argued that a student who excels in this environment, would benefit from being deprived of an auditory instruction that on-campus students would receive (Bates & Bates, 2005; Hawthorne, Prout, Kinnersley, & Houston, 2009) The results of delivery modality in the equal distribution of learning content, delivering the eBook that distance students would read, as a lecture, has proven to be highly successful and
A key to ending the cycle of poverty, is educational equity. In America today, public education is unequal racially and socioeconomically (Honda 11). Internationally, America is not excelling academically. When looking closely at American student’s Program for
Tomlinson & Imbeau (2010) believe that there is a strong association between opportunities in life and educational opportunity. However, Tomlinson & Imbeau (2010) argue that people often misconstrued the notion of equal access to education to mean that all students should receive the exact same pacing, resources and instruction in the classroom. Therefore creating a one size fits all education system. More importantly, differentiated instruction recognises that students are not the same and that access to equal education means that given a certain goal, each student should be provided with the resources, instruction and support to facilitate them in meeting that objective (Tomlinson & Imbeau, 2010, p. 12).
I thought the article Savage Inequalities by Jonathan Kozol (1991) was very informative. I would like to first start off by addressing the question Kozol offered at the beginning of the reading: How can we achieve both equity and excellence in education? In the article it reads that the solutions that have been proposed to achieve such matter are approximate but not reaching equity. It justifies by saying there’s no such thing as being able to reach fairness, but being close to through the means of justice. However, in some circumstances were not even close to having justice, in fact were way from it. Kozol then begins discussing the differences between school of different classes and races he faced in his observations that make it impossible to reach this much desire equity and
Democracy stresses the equality of all individuals and insists that all men are created equal. Democracy does not persist on an equality of condition for all people or argue that all persons have a right to an equal share of worldly goods. Rather, its concept of equality insists that all are entitled to equality of opportunity and equality before the law. The democratic concept of equality holds that no person should be held back for any such arbitrary reasons as those based on race, color, religion, or gender. This concept of equality holds that each person must be free to develop himself or herself as fully as he or she can or cares to and that each person should be treated as the equal of all other persons by the law. We have come a great distance toward reaching the goal of equality for all in this country, but however close we are we are still at a considerable distance from a genuine universally recognized and respected equality for all. I will go into more details giving more information and making it clear to understand equality and civil rights for all and it affects everyone.
University of Sunderland. (2005). Contemporary Developments Distance Learning Pack: Management of Projects. Sunderland: University of Sunderland.
Once a student reaches college, one might think that the playing field is more equal. What if all students who present to college have about the same knowledge base? One would expect two students, with equal knowledge base, but different social economic status, to do the same in their classes. However, this is not the case. In a recent New York Times article “Are College Lectures Unfair?”
give equal right to these students because of cultural divides. Women and blacks are seen as second to
Underhill, R. (1994). Equity issues in math and science learning. School Science and Mathematics, 94, 281.
In today’s high schools, education is no longer equal for all. More often than not, it is seen that the selection of subject matter of instruction has utilitarian ends conceived for the masses, and higher education is only available for a select few. In fact, Horace Mann wrote that there exists two theories- the European theory and the Massachusetts theory. The European theory describes men being divided into classes (only some have the luxury to not work), while the Massachusetts theory states that all are to have an equal chance for earning. Unfortunately, the hope of living by the Massachusetts theory is fleeting; the distance between the poor and rich of society is ever increasing, destroying the dream of ever living in a truly democratic society (Source 1). And where does this problem being? It begins at the high school level, where all children are held to the same standards, and only a select few are given the opportunity to achieve a higher education. This is common in the majority of high schools and it is becoming more prevalent. Clearly, this is the exact opposite of Dewe...
Furthermore, I will apply such understandings and concepts to education/schooling in South Africa by discovering a challenge and by discussing its public issue and personal trouble. Charles Wright Mills The child will be disadvantaged in the sense that it will affect them publically and personally. It affects a child personally, due to the fact that it affects their ability to learn, read and write therefore, causing them not to perform to the best of his/her capability. It also affects their emotional well being, therefore causing them to end up with behavioural and emotional difficulties because they become frustrated due to the fact that they cannot communicate.
The main obstacle faced by students with disabilities in the attempt to achieve educational equality is the continuing debate over the In...
...e education facilities and resources proportionally (Publishers Weekly para 1). When people pay for college and university education, they value it more. This would be unfair for the intelligent learners would cannot afford to pay for it at all.
O'Malley, John, and Harrison McCraw. "Students perceptions of distance learning, online learning and the traditional classroom." Online journal of distance learning administration [Online] 2.4 (1999). Web. 10 Jan. 2014
In a democratic society, personally speaking, I think that equity and equality go hand in hand in the realm of public education. Equity, in the aspect of education, is the idea that something may be fair, but isn’t always equal. Equality is the idea that everyone is seen as being equal. Without equity, there would be no equality.
Resources are designed to support us as teachers to plan, deliver and assess our teaching and lesson delivery. All the materials and books, a variation and diversification of approaches, resources used for different learning styles, in order to meet the needs of all my students were contributing to the professional development and continuing education. Preparing visual prompts to stimulate, the use of colour in my slides, always helped to stimulate the interest and emphasise the key points in my teaching. However, computer-based technology, provided opportunities to develop ICT skills. Thus, through class sessions and little practice students were developing skills to use it, and create professionally looking and visually stimulating slides. As teachers, we must be willing to encourage our students to become active participants in their learning, creating opportunities to actively engage all