MULTICULTURAL EDUCATION Mary Theresa Reed, Chairperson
Equality and Equity are not Equal
In my last article, I quoted information that addressed the question “Do multi- cultural experiences make people more creative?” One of the findings suggested that multicultural experiences increase people’s receptiveness to ideas from other cultures. With an increase of re- ceptiveness comes a plethora of creative potential that supports diversity and eq- uity in music education. Because of the diverse population in my school district, we focus quite a bit on race and equity. I am finding that many of the challenges surrounding race and equity are based on people’s lack of positive experiences that are directly related to culture. Ste- reotypes, misconceptions and basic lack of knowledge impact what we teach and how we teach it. We have the opportunity as music educators to highlight the posi- tive and exciting musical contributions of varying cultures, allowing our students to be enthusiastic about and interested in the differences among us. With these opportunities comes possibilities and al- lows creativity to blossom.
By addressing diversity and equity, we start down a path that allows us to be inclusive and understanding of various cultural backgrounds which in turn al- lows our students to feel comfortable, included and supported. By addressing equity and diversity, we can open doors towards creativity, expression and under- standing in an atmosphere that is safe, friendly and productive.
I have addressed diversity specifically in past articles. Tis time I would like to consider equity. When something is equitable, it means dealing fairly and equally with all concerned. Another
way to describe equity in education is to consider the thought that a situation is equitable when every student can succeed because education provides what every individual student needs even if it is dif- ferent from the needs of other students. I am suggesting that we look deeper than test scores, learning disabilities and other circumstances that measure and impact learning. I am suggesting that we consider how we define ourselves as human beings and use that knowledge to influence how and what we teach.
Equality and equity do not mean the same thing. Equality suggests that all is equal or the same. Equal means that one student is as great as or as brilliant as another. Equal means that one is like the other or has the same rank, ability or merit. Equal suggests that we do the same thing for every student and they will all respond in the same way or receive the same benefits. Are all of our students “the same?” Most educators would agree that the answer to that question is “no.”
Equity is the area where we have to be creative as educators. Equity is defined as “the state, quality, or ideal of being just, impartial and fair.” I suggest that through multicultural music education we create an environment that encourages knowledge of the contributions and attributes of varying cultures. We should address the needs of varying cultures and set a foundation that allows us to create a fair and equal environ- ment. We create a positive environment that allows all students to “feel” important, welcomed, encouraged and supported regardless of race, gender, background and socio-economic status. In doing so, we can better insure the desired outcome.
Tat outcome includes high achieving and creative results from our students.
Equality and Equity are not equal. All students can achieve, but they do not all achieve desired results in the same way. How children learn is of utmost importance. Te subject or content area impacts differences in teaching strate- gies and how students learn. Students do not learn math in the same way that they learn a language or art or music. Te needs for different subjects vary. Tey are not all the same and one is not more important than another if we really want to address all of the needs of students. While subjects, children, curriculum, pedagogy, and cultures seem equal we may find that education does not always have an equitable approach.
I encourage you to find ways to be equal and fair. I encourage you to find an equi- table approach to your teaching. Look for creative ways to insure that every student gets what he or she needs in order to succeed. If we believe that all cultures have something of value to offer, then we should focus on the needs and attributes of various cultures. In his book, Achieve- ment Matters, Hugh B. Price states, “equality begins with education.” I submit that equality and equity both begin with an education submerged in diversity and multiculturalism. I look forward to shar- ing more thoughts on equity, equality, creativity and multiculturalism.
Mary Teresa Reed, Director of Choirs Evanston Township High School 1600 Dodge Ave. Evanston, IL 60204 P: 847.424.7857 - Office E:
reedm@eths.k12.il.us
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Illinois Music Educator | Volume 72 Number 1
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