Hello Bloggers! This week I will focus on the concept of “sameness as fairness” in literacy education. The concept causes much debate in the education world. Topics such as neoliberalism , NCLB, and diversity from previous weeks will be brought up again in connection with this week’s topic. “Sameness as fairness” is the idea that a fair education for all students means giving all students the same education. Over the course of the week I have struggled to decide my stance on this issue. After carefully looking several professional’s views I have decided that I am against “sameness as fairness”. The main reason why I am against “sameness as fairness” is because it takes away from diversity.
It is mentioned that neoconservatives and NCLB support the concept of “sameness as fairness”. Gutierrez explains, “The domain of literacy, the subject matter focus of the neo-conservative and neo-liberal educational agenda, serves as the most significant example of the unequal effects produced by policies that only favor dominant groups with economic, social, and political capital (111). As I mentioned in my previous blog, standardized tests and mainstreaming limits diversity and supports only one group of people. Later on Gutierrez claims “There is a perfect storm at work as the national educational agenda and anti immigrant hysteria combine with neo-conservative narratives of fear around national security, heightened xenophobia, and neo-liberal goals of marketplace reform, privatization, and the larger ideologies of common culture, common language, and common values” (114). In essence, the political atmosphere is driving the idae that sameness or commonality is positive. Moreover, ‘sameness as fairness” corresponds with the idea of “colorblind” practices. People do not acknowledge diversity and treat everyone the same. The problem with this is that there is diversity and it can not be ignored in the class room.
The main reason for “sameness as fairness” not being an effective approach is because every student is different, so various methods need to be used when teaching diverse classes. The following article, “Sameness does not Mean Fairness” http://academic.udayton.edu/race/04needs/affirm11.htm , explores how the concept is not effective because it “normalizes only one approach to performance” (Sturm and Guinier). Also, the study examines that using the same education practices is not fair because white males do better than females and non white males. Also, “cultural experience is what makes something relevant and meaningful”, so culture and variety need to be included in the classroom (Jackson and Cooper 251). This can not be achieved if teachers are “color blind” and teaching one narrow way of learning. Gutierrez describes that “writing has become a disembodied practice in the classroom for both students and teachers; that is, detached from literacy practices and contexts that bring meaning and purpose to people in sense-making activity” (111). Writing has no meaning to students because they can not connect to it. Purcell-Gates tells the story of a student named Donny who had difficulty learning literacy the same way his peers were taught. Donny had difficulty because he did not have the literacy knowledge or “concepts children acquire during their preschool years, during the years preceding the beginning of the formal literacy instruction, in kindergarten and first grade, in reading, writing and printed language” , while his peers did (124). His teachers taught him as if he had the literacy experiences his peers did instead of changing their teaching practice and providing him with the experiences he needed. It is evident from the various professionals work that “sameness as fairness” is not fair.
I believe that there are better teaching practices that provide all students with quality education instead of the same education. As Gurtierrez states, “The ‘sameness as fairness’ framework must be replaced with race-, class-, and gender- conscious equity framework that will make such inequities visible and a humanist vision of education reality” (121). In other words, we have to acknowledge diversity and use a different approach to teaching. Carter, discussed in Ladson-Billings work, was determined that all of his students were to learn to read and write. In that way he treated them all the same, but he also made lessons relatable and meaningful to his students. “Each group made suggestions for change and the students began a rough draft of the story. Carter had the students compare their rough drafts with the premises on which their stories were based” (Ladson-Billings 114). His students related to what they were writing about and all of their voices were heard when they performed collaborative work revising their stories. Jackson and Cooper also support students voices being hear when they state, “educators comb through research to make judgments about how to improve adolescent learning, but they rarely use the most valid, informative source to determine student needs: the student themselves” (246). Clearly, it is vital to listen to our students if we are to create lessons that will engage and connect to them. I once had to help students practice for the listening part of ELA Regents Exam. They disliked the practice exam and were detached from the listening passage. So, I started asking them questions about listening: In what circumstances do you listen the most? When is listening important to you? Do you like to listen to music or books on tape? The questions jumped started a discussion about listening and the students were able to see the importance of practicing listening skills. Moreover, I found that they liked listening to music, so I facilitated a lesson where they practiced listening using their favorite types of music. My method is supported by Jackson and Cooper when they state, “Frames of reference based on concepts from disciplines provide entry points for bridging student culture to curricular content” (251). That is, find out students’ base knowledge or experience with the concepts that are being taught to guide them to the content material. Students need to be hooked into the lesson and the teacher has to help them scaffold their knowledge.
Fairness is providing every student with adequate and effective education. Adequate and effective education does not mean providing the same education to students. In order for education to be effective teachers must use practices that will match individual students learning styles and cultures. We have to make an effort to learn about our students, so that we can provide meaningful lessons that students can connect and expand their knowledge with.
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