Addressing Equity in Education: A Path to Literacy Mastery
Updated: Oct 26
Understanding the Importance of Equity in Education
Last time, I concluded that to “fix” declining EQAO test scores, we need to “fix” equity. Unfortunately, there’s no way to achieve equity until we SEE what is inequitable. When we ignore the conditions that perpetuate inequities in educational contexts, the status quo becomes “the trouble with normal is it always gets worse” (Cockburn, 1983). The term 'status quo' is rarely a compliment. Inertia is the biggest enemy of change in education systems. If we don’t change our approach to equity, we can expect more of the same concerning declining test scores.
Every time we act as if privilege didn’t exist, we step further away from the schools we need. The schooling system we already have is reinforced. That space, that gap between what is and what could be, undermines potential and limits futures. The reality that privilege exists is not only the reason for declining test scores in Ontario, but SEEING that could actually help us begin to resolve the mess. Today, I want to talk about hope and moving forward.
The Statistics Tell a Story
When we consider that:
White students are overrepresented in gifted programs in the Toronto District School Board (Brown & Parekh, 2010), underscoring systemic biases.
Racialized groups face higher suspension rates than averages in boards like Hamilton-Wentworth and Peel (Tozer, 2023; CBC News, 2020).
Nearly half (48%) of expelled students over a five-year period in Ontario self-identified as Black, despite Black students comprising a smaller proportion of the overall population (Radebe, 2024).
We must acknowledge that educational statistics in Canada tell a story about belonging.
The Complexity of Belonging
Paul Kuttner’s (2023) work on the right to belong in school makes it clear that belonging is complex. It is not simply an experience but an active process that is “reciprocal, interpersonal…that involves choice, even though that choice is constrained by factors out of a person’s control” (p. 3).
Kuttner dismantles the notion of belonging as something that students are given (or not given) by others in schools. He posits a six-component framework of belongingness. Belonging at school is about many things, but foundationally, it is about how students negotiate their identities within the context of a larger community. For Kuttner, education is an inherently political space. It is here that human experience and agency come into direct contact with the boundaries concerning expectations and policies, placing us within a grid of power. Kuttner asks, “Who is Us—and who is Them?” (Kuttner, 2023, p. 5).
A New Pedagogy of Possibility
In the coming days, I will be doing a deeper dive into the edges of what I am calling a New Pedagogy of Possibility. Asking critical questions that define a more equitable, productive, and safe educational system that includes ALL students at the table of learning is a priority. Everyone has the right to belong, to learn, and to thrive in school.
The Role of Educators
Educators play a crucial role in fostering an environment where every student feels valued. By understanding the dynamics of privilege and systemic bias, we can create classrooms that celebrate diversity. This means actively working to dismantle barriers that hinder learning.
Empowering Students
Empowering students involves recognizing their unique strengths and challenges. It’s essential to provide tailored support that meets their individual needs. When students feel supported, they are more likely to engage and succeed academically.
Building Community Connections
Building connections with families and communities can enhance the educational experience. Schools should be places where families feel welcomed and involved. By fostering these connections, we can create a supportive network that benefits everyone.
The Importance of Reflection
Reflection is vital in this journey toward equity. By regularly assessing our practices and beliefs, we can identify areas for improvement. This ongoing process helps us stay committed to creating inclusive educational environments.
Moving Forward Together
As we move forward, let’s remember that change takes time. It requires collective effort and a willingness to confront uncomfortable truths. Together, we can create a future where every learner achieves literacy mastery.
Stay tuned as we explore these themes further.
References
Brown, R. S., & Parekh, G. (2010). Special education: Structural overview and student demographics (Research Report No. 10/11‑03). Toronto District School Board. https://www.tdsb.on.ca/Portals/research/docs/reports/SpecEdStructuralOverviewStudentDemo.pdf
Cockburn, B. (1983). The trouble with normal is it always gets worse [Song]. On The trouble with normal [Album]. Columbia Records.
Kuttner, P. J. (2023). The right to belong in school: A critical, transdisciplinary conceptualization of school belonging. AERA Open, 9(3), 1–18. https://doi.org/10.1177/23328584231183407
Radebe, P. (2024). Anti-Black racism in the Ontario public school system: Problematizing the labeling of young Black students as troublemakers. Journal of Black Studies, 55(5), 555–572. https://doi.org/10.1177/00219347241245365
Tozer, A. (2023, May 15). Data shows racialized students suspended at higher rate: HWDSB examines anti-Islamophobia strategy and suspensions. CBC News. https://www.cbc.ca/news/canada/hamilton/hwdsb-anti-islamophobia-strategy-school-suspensions-1.6881150
CBC News. (2020, March 12). Review finds Black students disproportionately suspended in Peel. CBC News. https://www.cbc.ca/news/canada/toronto/peel-school-board-racism-1.5496611
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