ABSTRACT

Equity has become a central principle in educational policy and leadership around the world. However, there is a wide range of interpretations of equity and what it means in education. In this article we explore different definitions of educational equity from policy and leadership perspectives. Our aim is to give an operational definition of equity in education to overcome vague interpretations and better guide the development of educational leadership for more consistent approaches to improving equity in education. We argue that equity in education should refer to equity of educational outcomes and incorporate both an individual and a social group aspect. We then claim that equality of outcomes is more relevant to comparisons between social groups than individuals, and we call that social equity. In current literature one or the other aspect has been adopted as an equity objective, but it appears combining the two elements is much less common. This dual objective is unique in the discussion around what equity in education means and how it could guide educational policymaking and leadership.

摘要

公平已成为全球教育政策和领导力的核心原则。然而，对于公平及其在教育中的意义存在多种解释。在本文中，我们从政策和领导力的角度探讨了教育公平的不同定义。我们的目标是给出教育公平的可操作定义，以克服模糊的解释，并更好地指导教育领导力的发展，以采用更一致的方法来改善教育公平。我们认为教育公平应该是指教育成果的公平，并包括个人和社会群体的两个方面。然后我们声称结果的平等与社会群体之间的比较比个人之间的比较更相关，我们称之为社会公平。在当前的文献中，一个或另一个方面已被用作公平目标，但将这两个要素结合起来似乎不太常见。在围绕教育公平意味着什么以及它如何指导教育决策和领导的讨论中，这一双重目标是独一无二的。