Integration is not completely necessary, however educational equity would be best facilitated in the presence of an integrated student population. By definition, academic equity is supposed to benefit a diverse body of individuals with a myriad of different needs. In essence, it is provide support in a way that is adapted according to each child. Education equality, however, would be most effective in a categorized population. Equality is characterized to provide the entire body with a uniform, overarching support system. If the student population all originates from some similarity--gender, race, economic profile, etc.--and the students are selected by the same prerequisite, then the needs will arguably stem from similar situations, and therefore, similar solutions. In an integrated body, where the range of diversity is too large for an umbrella or overarching support system, equity is more justifiably called for. But also, integration is not the only way to gain educational equity. In fact, it isn’t completely necessary, just more applicable. It could very well be (although far more ideal than realistic), that all students--regardless of whether or not they attend an integrated or a segregated school--receive an educationally equitable support system that serves to foster their needs as they grow, change and develop.
No comments:
Post a Comment