Abstract
The words equity, inclusion, diversity, and anti-racism are all buzz words that have been used in K-12 education. Scholars, educators, and policymakers have considered how inequitable practices have contributed to lower academic achievement in public schools. However, some policymakers are attempting to overturn legislation and curriculum changes that provide resources to schools for improving equity and inclusion. The COVID 19 Pandemic revealed that children of color were more likely to attend schools that did not have the tools or resources to address the achievement gap during the pandemic and students fell further behind. The return to school after two years and the need for social-emotional learning have negatively impacted all students. Therefore, equity and inclusion should be at the forefront of conversations between educators and policymakers. Policies and practices should be revised and equity must be prioritized. The governors of several states believe that addressing equity and requiring the educators provide inclusive, culturally competent, and anti-racist instruction contributes to lower academic performance. As a result, governors in states like Virginia, Florida, Texas, and Mississippi have signed executive orders to prevent “divisive” concepts from being taught in schools. In fact, the governor of Virginia has repealed every policy which provides recommendations for improving education for all students in the state. The changing demographics in the United States require taking a more proactive approach to addressing inequitable policies and practices which limit students’ opportunities.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Equity, Inclusion, Diversity, Anti-Racism, Cultural Competence
