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ERIC Number: EJ1119394
Record Type: Journal
Publication Date: 2016-Nov
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0013-1784
EISSN: N/A
One to Grow On/The Road Not Yet Taken
Tomlinson, Carol Ann
Educational Leadership, v74 n3 p91-92 Nov 2016
In this article, Carol Ann Tomlinson reflects on "the next steps on the march toward equity?" It was not until her first teaching job that she had a real understanding of societal inequities in a very rural, very poor area of a southern state. In this context she began to develop an understanding of how society sends its young to school on an unequal footing and how schools too often exacerbate the unevenness. She had her first real opportunity to know some black students. They were, of course, every bit as diverse in personalities, approaches to life, and perspectives as her white students, and every bit as wonderful. Some were precocious, some angry, and some goofballs, yet each student broadened her view of the world and expanded her appreciation of its diversity. This set Tomlinson on a career-long quest to create classrooms that support equity of access to excellent learning opportunities for all students despite the many barriers to educational equity still in place like segregation by income and neighborhood, discomfort in addressing race and ethnicity in classrooms, too few teachers who share backgrounds with "minority" students, racial stereotypes, parents who insist on exclusive rather than inclusive learning experiences and school leaders who give in to that pressure. The first and fundamental challenge for teachers is to embrace students as three-dimensional creatures, as distinct human beings with hearts and minds and skills and dreams and capacities of their own, as whole people much like ourselves. That, it seems is the step we have yet to take, an imperative if we intend to disrupt educational inequity. To take that step is to set out on a course that leads to developing the vision, skill, and will necessary to achieve that goal.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A