READING GUIDE FOR EQUALITY OF EDUCATIONAL OPORTUNITY AND THE CRITERION OF EQUAL EDUCATIONAL WORTH - Assignment Example

of the of the Assignment, Philosophy The concept of equality of educational opportunity took shape from the issue of racial discrimination in the field of education. Racial segregation in the education system was the bane of the American society. Equality brought forth significant moral advancement to usher an era of hew hope. But the word equality has profound implications and it is amenable to multiple interpretations. In the article “Equality of Educational Opportunity and the Criterion of Equal Educational Worth” Kenneth R.

Howe does the microscopic examination of the expression equality and how it is liable to be interpreted in three different ways from the point of view of context and functionality. I. Equal Access A. The question of equal access arises when viewed from the point of view of race and gender. In the formal structure of educational institutions, no bias exists in admission/imparting education on the basis of race and gender. Such institutions provide opportunity to all students and foster racial and gender equality.

Legally sanctioned racial barriers are non-existent. B. The goal of equal educational opportunity needs to transcend the legal boundaries of equality. Equal access is not a self-contained stage. According to Howe “extraneous psychological and social factors” can impact a person’s educational opportunities. The author cites an example supporting his viewpoint: “For example, the educational opportunities that a monolingual Chinese-speaking child enjoys in a school that is conducted exclusively in English are hardly equal to those that a monolingual English-speaking child enjoys.

”(Howe, 330) As such the system of equal educational opportunities is more important than the features of educational institutions. C. The characteristics that an individual brings to the institution should be utilized in such a manner so that it stands to benefit the other students and the institution as a whole. It should not be considered as a problem but should be converted into an opportunity. As such interaction between individuals and educational institutions assumes importance. Equality attains new dimensions. II. Compensatory Interpretation of Equality A.

Treating differentially is inclusive of the concept of treating equal. The author substantiates this statement by stating, “In terms of the preceding example, showing equal respect for the needs, interests and capabilities of monolingual Chinese-speaking children requires that they be treated differently than English-speaking children.”(Howe, 330) B. Some of the characteristics that disadvantage people and need to be compensated for, relate to the opportunity chain in all the spheres in the later life like employment, political rights, economic well-being etc.

No link in their chain of progress should be weak as one broken link may jeopardize their overall prospects in life, and they may not be able to compete with the children blessed with all the advantages in life. C. The purpose of education is that it should be the man-making education. Where an individual should sincerely feel that one is not subservient to anyone in the comparable status on account of one’s race, ethnicity and gender. D. The purpose of education is to build the personality and not to break it on any count.

English only initiatives, traditional curriculum that represents dominant identities, standardized testing etc. are alternative beats of the same heart of education. What is needed is harmonious blending of all the positive segments, and not their compartmentalization. No one need abandon anything to achieve one’s goal in life. The system of education needs to be inclusive and not exclusive. III. The Participatory Interpretation A. Gender identity is the extent to which one identifies as being either masculine or feminine, and is often shaped early in life.

Cultural identity is related to the cultural group of which one is the integral part by birth. My gender identity and cultural identity are inseparable part of my life. With the technological advancement, with female gender getting education and employment opportunities on par with the male gender, positive outcomes are seen in the societal interactions. The purpose of education depends upon one’s ambitions and perspectives about the type of life one intends to lead. B. In this modern age, where equality is the watchword, “status quo” has no respectability.

It is a hurdle, if it blocks the opportunities for education and employment for a particular section of the society. No one will accept the principle of pre-defined, imposed role, as it will block the path of one’s future prospectus in more than one segment. There cannot be a cut and dry formula for broadening them. The system has to work as per the demand in a particular context and suitable modifications and additions need to be made to protect the interests of all sections. C. The challenge of implementing the participatory interpretation of equality in education is the emergence of new challenges in recurring succession.

The negotiating table is the best answer to find solutions to any move that affects the existing interests of a particular section. The system in a democratic society works on the principle of maximum good for the maximum number of people for the maximum time….but no one should be left out and no one should suffer from a sense of discrimination. In the final analysis, the political leaders governing the education department set the rule for negotiation, as they command the resources and power.

Work CitedHowe, Kenneth R. Equality of Educational Opportunity and the Criterion of Equal Educational Worth. University of Colorado at Boulder