Study on Equity Pedogogy

Equity pedagogy is defined by the Banks and Banks article as teaching strategies and classroom environments that help students from diverse racial, ethnic and cultural groups attain the knowledge, skills, and attitudes needed to function effectively within, and help create and perpetuate, a just, humane and democratic society. The student learns through a process of knowledge construction and production. The goal for the student is the ability to be reflective and active citizens who use their skills to become effective agents for social change. According to the authors, equity pedagogy cannot exist in schools where there is inequality, racism or sexism. Banks and Banks state that equity pedagogy is a dynamic instructional process that focuses on the techniques and methods of teaching as well as the context in which they are used. Teaching strategies that facilitate the learning process are suggested and the authors lists cooperative learning as an example The authors suggest that equity pedagogy is most powerful when it is integrated with transformative curricula. The teachers implementing this strategy should have a good understanding of their own cultural experiences, values and attitudes as they relate to people of different cultures, ethnicities, sexes and races. The physical arrangement of the classroom in relation to who is in control is yet another relevant factor in equity pedagogy. In summary, Banks and Banks state that “… equity pedagogy requires more than good will and good intentions. It requires multicultural, pedagogical, and subject area knowledge.”
Culturally relevant teaching is described as pedagogy of opposition (1992c) not unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment. (Ladson-Billings 1995). Her findings are based on a three year study of successful teachers of African American students. The author states that in order to achieve cultural relevancy: (a) Students must