تازہ ترین جلد
The concept of equity in education is associated with access to educational institutions and resources, to the quality and dissemination of knowledge. Equity pedagogy addresses the matter of fairness, access and inclusion in academia. Due to the heterogeneous group of students, teaching at college and university level is a multitasking act. It is more than imparting information; rather, it’s meeting the needs of students. It requires to get knowledge on students’ individual differences prominently about their abilities, disposition, family status, and need to instruct in ways to respond effectively to their diverse needs of the students. The proposed study has explored teachers’ role in using equity pedagogy to address students’ diversity and bring the culture of inclusion in colleges and Universities. All teachers of various departments of public sector colleges and universities were the population of the research study. We conducted in depth interviews to collect data from 75 teachers of 14 public colleges and 11 universities of Punjab province of Pakistan. The qualitative interpretive design was used. Three broader themes; changing factors, impartiality & teaching for inclusion, followed by 11 subthemes emerged after data analysis. The study explored that most of the teachers have lacking equitable pedagogical practices to meet educational needs of students with diversity. Resultantly many needs of students with diversity remained unmet and the target of equal access, equity and inclusion still seems faraway. The study recommended for teachers to have increased understanding of students needs to practice equity pedagogy to fulfill their academic needs as well as to increase the accessibility to flourish the culture of inclusive and equitable education in colleges and universities in Pakistan
Samina Ashraf, Muhammad Uzair-ul-Hassan. (2020) Equity Pedagogy as a Means to Address Educational Needs of Students to Burgeon Inclusive Culture in Colleges and Universities, Journal of Educational Research, Volume 23, Issue 1.