Abstract
Visits to 25 small rural school districts in 21 states revealed three prevailing myths about equal education held by teachers and administrators: (1) some children can't learn; (2) providing the same education to all students is providing equal education; and (3) we have no in providing equal educational opportunities. Counteracting these myths entails changing the belief systems of teachers and administrators; describing inequality with the appropriate language; meeting inequality head-on by confronting ethnic md sex stereotypes that children bring to school; establishing equity as an ongoing institutional practice; and moving school administrators away from authoritarian leadership and toward developing leadership skills that are empowering, facilitative, and participatory. Most important, teachers and administrators must acknowledge and work with students who have little or no privilege in s -iety, and who have not received unearned advantages as a condition of birth. To be successful in providing an equal education and addressing the silent and invisible students in schools, teachers and administrators must believe that all children can learn, understand that same is not equal, and acknowledge that there are problems with respecting diversity in schools. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PERMISSION TO REPRODUC.E THIS MATERIAL_ HAS BEEN GRANTED BY TO THE EDUCAflONAL RESOURCES INFORMATION CENTER (ERIC):
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call