Ed-tech is a parade of equity illiterate fads.
Equity Literate Education: Fix Injustice, Not Kids
When we fix injustice instead of kids, we arrive at something timeless.
Tag: fix injustice not kids
Along with critical pedagogy, I follow critical psychiatry. The critical psychiatry perspective is an important one when evaluating ed-tech behaviorism.
https://boren.blog/tag/critical-psychiatry/
Critical pedagogy and critical psychiatry have lots of common ground: structural ideology, equity literacy, and fixing injustice instead of people.
I updated “Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life ” with selections from “Basic Principles for Equity Literacy”.
The Direct Confrontation Principle: There is no path to equity that does not involve a direct confrontation with inequity. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional, and structural racism. “Equity” approaches that fail to directly confront inequity play a significant role in sustaining inequity.
The “Poverty of Culture” Principle: Inequities are primarily power and privilege problems, not primarily cultural problems. Equity requires power and privilege solutions, not just cultural solutions. Frameworks that attend to diversity purely in vague cultural terms, like the “culture of poverty,” are no threat to inequity.
The Prioritization Principle: Each policy and practice decision should be examined through the question, “How will this impact the most marginalized members of our community?” Equity is about prioritizing their interests.
The “Fix Injustice, Not Kids” Principle: Educational outcome disparities are not the result of deficiencies in marginalized communities’ cultures, mindsets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions that marginalize people.
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