Equity: What is fair?
Equity: What is fair?
Embedded Files
"Post-secondary education is a key tool that marginalized people can use to improve their economic and social conditions . . . The importance of providing barrier-free education to members of marginalized groups is increasing with the growing diversity in the Canadian population" (Gomes, M. 2008, p.1).
"Post-secondary education is a key tool that marginalized people can use to improve their economic and social conditions . . . The importance of providing barrier-free education to members of marginalized groups is increasing with the growing diversity in the Canadian population" (Gomes, M. 2008, p.1).
Equality Vs. Equity
Equality Vs. Equity
Interaction Institute for Social Change
Original Artist: Angus Maguire
Equality has to do with everyone having the same access to resources such as education, or a box.
Equity has to do with everyone getting what they need in order to thrive or succeed. In the second image, each person gets to see the same ball game, but they all have different ways of making that happen.
Revisions: Active societies demand change. Art can inspire, evolve with, and reflect cultural awareness, cultural shifts, and collective societal ideologies. When Angus Maguire was first asked to create a piece about equality vs. equity, he had no idea his work would spark the conversations and interpretations it has. In fact, his work went 'viral' and many inspired works can be found. Compare the above image to the renditions below.
Revisions: Active societies demand change. Art can inspire, evolve with, and reflect cultural awareness, cultural shifts, and collective societal ideologies. When Angus Maguire was first asked to create a piece about equality vs. equity, he had no idea his work would spark the conversations and interpretations it has. In fact, his work went 'viral' and many inspired works can be found. Compare the above image to the renditions below.
Note: Due to the interconnectedness of concepts, 'inclusion' plays a role in this section. Please see 'Inclusion' for a more detailed look at that topic.
Note: Due to the interconnectedness of concepts, 'inclusion' plays a role in this section. Please see 'Inclusion' for a more detailed look at that topic.
In this version, a third experience of people watching a baseball game is provided. The solid fence has been removed, providing less of a barrier for those watching the game. No longer are the supportive devices (crates) needed.
Unlike the original messaging about equality vs. equity, this image appears to have changed the racial profile of the people being portrayed. The images are also supported by written explanations.
Image retrieved from:http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/
Unlike the original messaging about equality vs. equity, this image appears to have changed the racial profile of the people being portrayed. The images are also supported by written explanations.
Image retrieved from:http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/
This variation depicts the people portrayed in the original version.
However, for those who do not speak French, the barrier has shifted and now the language being used to communicate part of the message may be the problem.
Q: What does this mean for messages being issued by educational institutions?
Image retrieved from:images.app.goo.gl/KmDw9asgivHdxdwB9
However, for those who do not speak French, the barrier has shifted and now the language being used to communicate part of the message may be the problem.
Q: What does this mean for messages being issued by educational institutions?
Image retrieved from:images.app.goo.gl/KmDw9asgivHdxdwB9
In this final example, the artist has used their 'voice' to highlight different perspectives and experiences again. However, trying to include everyone's situation and perspective can be challenging. Notice that no words are used at all. Does this help or hurt the messaging?
Q: What would you include in your own interpretation of Angus Maguire's work?
Q: How do these examples apply to educational institutions and the polices and practices they establish?
Image retrieved from:http://www.theinclusionsolution.me/staywoke-live-inclusively-equity-vs-equality/
Q: What would you include in your own interpretation of Angus Maguire's work?
Q: How do these examples apply to educational institutions and the polices and practices they establish?
Image retrieved from:http://www.theinclusionsolution.me/staywoke-live-inclusively-equity-vs-equality/
Visible Minority Groups in Canada
Visible Minority Groups in Canada
"In 2016, 7,674,580 individuals were identified as belonging to the visible minority population as defined by the Employment Equity Act. They represented more than one-fifth (22.3%) of Canada's population. Of this number, 3 in 10 were born in Canada" ("Quarterly demographic estimates, October to December 2020," 2021).
"In 2016, 7,674,580 individuals were identified as belonging to the visible minority population as defined by the Employment Equity Act. They represented more than one-fifth (22.3%) of Canada's population. Of this number, 3 in 10 were born in Canada" ("Quarterly demographic estimates, October to December 2020," 2021).
According to the 2016 Census, 1,924,635 people reported being South Asian, representing one-quarter (25.1%) of the visible minority population and 5.6% of the entire Canadian population.
Chinese was the second largest visible minority group, with 1,577,060 individuals, representing 20.5% of the visible minority population.
The Black population in Canada surpassed the one-million mark for the first time in 2016. This visible minority group, the third largest in terms of number, comprised 1,198,540 individuals (15.6% of the visible minority population) in 2016, compared with 945,670 in 2011.
The fourth and fifth largest visible minority groups, Filipinos and Arabs, almost doubled their numbers in 10 years and had the highest growth rates among visible minority groups from 2006 to 2016.
They were followed by Latin Americans, Southeast Asians, West Asians, Koreans and Japanese ("Daily — Immigration and ethnocultural diversity: Key results from the 2016 census," 2017).
Top Image: Mola Textile, reverse appliqué technique, Kuna People, Panama, https://craftatlas.co/crafts/molas
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