Accomplishing Meaningful Equity
Item
Title
Accomplishing Meaningful Equity
Alternate name
Chapter 5
Abstract/Description
This chapter explores how and why the values at the core of improvement research in education (IRE) potentially enable all involved to redress systemic inequity. The volume overall advances the claim that concern with social justice should serve as a cornerstone of IRE. If you are coming to this chapter after reading earlier chapters in this section, you will have noted that preceding chapters engage with questions of equity and social justice, a thread that runs through subsequent sections as well. What is it about IRE that justifies faith among practitioners and scholars that it is an instrument of social justice? There is certainly more to be said and explored than declaring allegiance to a moral predisposition, no matter how compelling the underlying values
might be. This chapter asks if and how IRE as a family of approaches to inquiry compels us to lean into improvement that explicitly orients to equity and social justice. Given the variety of approaches to and perspectives on improvement research, in what ways does a commitment to social justice and equity vary, and what shapes that variation? Here we offer a framework for exploring and understanding what, conceptually, resides at the intersection of IRE as a discrete set of inquiry approaches and productive attention to pervasive inequity in education. We build this framework on the historical foundations of IRE that bend it as an approach to inquiry toward matters of equity.
might be. This chapter asks if and how IRE as a family of approaches to inquiry compels us to lean into improvement that explicitly orients to equity and social justice. Given the variety of approaches to and perspectives on improvement research, in what ways does a commitment to social justice and equity vary, and what shapes that variation? Here we offer a framework for exploring and understanding what, conceptually, resides at the intersection of IRE as a discrete set of inquiry approaches and productive attention to pervasive inequity in education. We build this framework on the historical foundations of IRE that bend it as an approach to inquiry toward matters of equity.
[Quoted from p. 89]
Author/creator
Date
In publication
Pages
89-110
Publisher
Rowman & Littlefield Publishers
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
Theoretical
IRE Approach/Concept
Featured case/project
Open access/full-text available
No
ISBN
978-1-5381-5234-8
Other related resources/entities
Citation
Eddy-Spicer, D. H., & Gomez, L. M. (2022). Accomplishing Meaningful Equity. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
 Section I: Foundations of Improvement Research in Education [Foundational Handbook] |
Book Section |
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