公平教育学：一视同仁实现平等还是因材施教追求公平？

Lecture 1 :

Objective: Students will unpack equity; what it is and is not.

学生将要去拆解、分析什么是公平，什么不是

Readings:

Dzulkifli, D. (2015). A global effort for educational equity. PhiDelta Kappan, 96(6), 69-71.https://doi.org/10.1177/0031721715575304

Ishimaru, A. M., & Galloway, M. K. (2021). Hearts and minds first:Institutional logics in pursuit of educational equity. EducationalAdministration Quarterly, 57(3), 470-502.https://doi.org/10.1177/0013161X20947459

Zhang, H. (2016). Educational equity research in the mainland ofchina : A historical perspective. International Education Journal, 15(4), 133-147.

Lecture 2:

Objective: Students will examine race, ethnicity, gender, identity,ability, and intersectionality in the context of public schoolingin the US.

学生将在美国公立学校的背景下考察种族、民族、性别、身份、能力和交叉性

Readings:

Annamma, S.A., Connor, D., & Ferri, B. (2013). Dis/ability criticalrace studies (DisCrit): Theorizing at the intersections of race anddis/ability. Race Ethnicity and Education, 16(1), 1-31/

Gorski, P. (2016). Rethinking the role of "culture" in educationalequity: From cultural competence to equity literacy. MulticulturalPerspectives (Mahwah, N.J.), 18(4), 221-226.https://doi.org/10.1080/15210960.2016.1228344

Iftikar, J.S., & Museus, S.D. (2018). On the utility of Asiancritical (AsianCrit) theory in the field of education.International Journal of Qualitative Studies in Education, 31(10),935-949.

Lecture 3:

Objective: Students will explore bias/anti-bias and self-reflectionand analyze how their ow biases may impact student outcomes.

学生将探索偏见/反偏见和自我反思，并分析他们的偏见如何影响学生的结果。

Readings:

Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturallyresponsive early childhood educator: A tool to support reflectionby teachers embarking on the anti-bias journey. MulticulturalPerspectives (Mahwah, N.J.), 11(2), 101-106.https://doi.org/10.1080/15210960903028784

Ravitch, S. M. (2021). Equitable teaching takes time and practicehere are strategies to help: How to Prepare Yourself—and YourStudents—to Discuss Race, Identity, and Equity. Harvard BusinessPublishing: Education. March 15, 2021.

Lecture 4:

Objective: Students will understand how a school’s data story canbe used to identify and address inequities across multiple domains.

学生将了解如何利用学校的数据故事来识别和解决跨多个领域的不平等。

Reading:

Fowler, D. J., & Brown, K. (2018). Data-driven decisions: Usingequity theory to highlight implications for underserved students.AASA Journal of Scholarship & Practice, 14(4), 18.

Lecture 5:

Objective: Students will understand the necessary elements forcreating equitable learning opportunities.

学生将了解创造公平学习机会的必要因素。

Readings:

Aronson, B., & Laughter, J. (2020). The theory and practice of culturally relevant education: Expanding the conversation toinclude gender and sexuality equity. Gender and Education, 32(2),262-279. https://doi.org/10.1080/09540253.2018.1496231

Gretter, S., Yadav, A., Sands, P., & Hambrusch, S. (2019).Equitable learning environments in K-12 computing: Teachers' viewson barriers to diversity. ACM Transactions on Computing Education,19(3), 1-16. https://doi.org/10.1145/3282939

Verstegen, D. A. (2015). On doing an analysis of equity and closingthe opportunity gap. Education Policy Analysis Archives, 23, 41.https://doi.org/10.14507/epaa.v23.1809

      Lecture 6:

Objective: Students will determine funding and resource gaps thatcreate conditions for inequities in school resources.

学生将决定资金和资源缺口，从而为学校资源的不平等创造条件。

Readings:

Dhaliwal, T. K., & Bruno, P. (2021). The Rural/Nonrural divide? K–12 district spending and implications of equity-based schoolfunding. AERA Open, 7, 233285842098254.https://doi.org/10.1177/2332858420982549

Smith, P. S., Trygstad, P. J., & Banilower, E. R. (2016). Wideningthe gap: Unequal distribution of resources for K–12 scienceinstruction. Education Policy Analysis Archives, 24, 8.https://doi.org/10.14507/epaa.24.2207

Lecture 7:

Summary, and Q&A

最终成果展示、课题答疑