Access to education and equity in plural societies

Abstract

The analysis of school systems which, under the assumption of formal equality, do not correct, but rather legitimate, social differences, has a long tradition in educational research. This topic has been broadened and enriched through the discourse of equity. In effect, equity in education pivots on redistribution proportional to the needs of different groups. Achieving this goal requires strategies that improve educational attainment and eliminate all kinds of barriers, both tangible and intangible, relating to educational access. In the case of ethnic minorities and those of immigrant origin, these topics are exacerbated by their conditions of vulnerability. The objective of this introductory article is to present, from the perspective of access and equity, some keys to comprehend the situation of immigrant students as well as possible strategies to achieve higher levels of quality and social justice.

6 - Compassionate Imagination and Respect for Student Diversity1 in Effective Doctoral Supervision in African Universities

“…Hence, identifying, accepting and understanding the differences and similarities that exist between individual students to fully utilise their talents and abilities during the supervisory relationship is an important contribution to scholarship throughout the doctoral journey. While supervisors' and students' experiences of doctoral supervision relationship are clearly documented (Waghid 2006(Waghid , 2010Vilkinas 2002;Terry 2005;Manathunga and Grant 2011;Kearns et al 2006;Green and Bowden 2012), studies on how supervisors modify their behaviour to respect students' diversity are not clearly documented, regardless of the fact that managing diversity is receiving more attention in higher education research and specifically in doctoral supervision (Maiztegui-Oñate and Santibáñez-Gruber 2008;NCHE 2013). This article seeks to discuss the question of respect for diversity through the lens of supervisors' compassionate imagination in doctoral supervision.…”

“…However, a student with high mental ability and a slow learner cannot be handled the same way. In fact, inter-culturality, according to Maiztegui-Oñate and Santibáñez-Gruber (2008), demands that the supervisor modifies his/her system of teaching to facilitate the academic achievement of students with diverse origins. Where few variations exist, such as supervising a fellow staff member, the doctoral supervisor might need to make effective use of existing policies.…”

Ethnic minority students’ access, participation and outcomes in preparatory classes in China: a case study of a School of Minzu Education

“…According to this study, equity can be seen as equal opportunities for all, equal treatment for all and equal results for all. Despite the debate on the conception of equity, three principles of equity are summarized, namely horizontal equity: equality of treatment for those who start from the same point; vertical equity: the series of compensatory measures directed towards disadvantaged groups; equal education opportunity: the series of initiatives designed to ensure that everyone has the same opportunities for success, starting from different conditions and resources (Chu, 2006;Maiztegui Oñate & Santibanez-Gruber, 2008).…”

Gender, Anti-discrimination and Diversity: The EU’s Role in Promoting Equality

“…The concept of equity also developed strongly in this period, associated with a pragmatic approach to the fact that individuals do not begin life with equal opportunities, thereby requiring public policies to redress the effects of inequality. The hidden costs of inequity began to be emphasised by EU analyses, along with the importance of education and lifelong learning in overcoming social exclusion so that individuals can take advantage of education and training, in terms of opportunities, access, treatment and outcomes (European Commission, 2006;Maiztegui-Oñate & Santibáñez-Gruber, 2008;Tuparevska et al, 2019).…”