Solving the equity–equality conceptual dilemma: a new model for analysis of the educational process

Unravelling conceptualizations of (in)equality in early childhood education and care system

“…In English, the concept of equality is said to mean an approach to fairness that emphasizes the need to treat a certain group of people (or all people) the same regardless of their status or level of power (see Espinoza, 2007). This viewpoint holds that fairness is most likely to be achieved when those background inequalities are put aside or neutralized in debate and decision-making processes.…”

“…By contrast, equity means taking into account the advantages and disadvantages that have shaped the participants' experiences, which may result in a requirement to treat participants differently in order to create conditions that help achieve fair outcomes. Equity emphasizes the redistribution of power and resources (Espinoza, 2007). Criticism has been posed arguing that 'equity' and 'equality' are, however, frequently used as if they were interchangeable terms (Espinoza, 2007).…”

Access to higher education for undocumented students: “Outlaws” of social justice, equity, and equality

“…According to Espinoza (2007), equity is a concept "associated with fairness or justice in the provision of education or other benefits, and it takes individual circumstances into consideration" (p. 345). Educational equity for undocumented students ensures that resources, access, attainment, and outcomes are the same as documented students with similar needs, potential, and levels of achievement.…”

Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England

“…In the latter case, given their different social backgrounds , learners needs differ and some learners will achieve more success than others in a standardised education system (Brighouse and Swift, 2008). Of course, the above is a simplistic rendering of a highly complex and contested field, as the work of Calvert, (2013) ;Espinoza, (2007) ;Nash, (2004) ;Schouten, (2012);Jenks, (1988);and Bronfenbrenner, (1973), as well as contributions to this issue (Adami, Jones, Shuffelton and Wilson) attests.…”