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From the Editor

Beyond Equality to Equity: From Enabling to Empowering

Although sharing etymology and, in fact, to build the kind of engagement that promotes
sometimes confused, the words “equal” and learning for all.
“equitable” are almost ironic in their difference. Teacher educators Lemke et al. write more
Derived from the Latin aegualis, meaning uniform specifically about how they reimagined field
or identical, “equal” suggests a sameness, and experiences for their students who faced special
fostering of equality means promoting the same challenges to development of self-efficacy during
amount of opportunity or resources for individuals the COVID-19 pandemic. Recognizing that field
or groups. “Equitable,” on the other hand, sets experiences effectively connect theory to practice,
“sameness” aside to recognize the individuality of these teacher candidates faced a serious potential
each person and his or her particular needs. Schools deficit resulting from school closures and other
fostering a more equitable world—the theme of pandemic measures. The authors share how they
this issue of the Bulletin—captures the idea that incorporated “microteaches” into their teacher
educators must work to recognize differences within preparation program in order to provide students
those in their school communities and allocate with a meaningful alternative to the traditional
opportunities and resources needed to help all field experience. This initial implementation led
members reach equal outcomes—in achievement, to ongoing changes that have increased students’
performance, and overall growth. opportunities for continued growth.
Such a drive for honoring differences The final article of the issue provides a review of
undergirds the articles in this issue as authors Matthew Rafalo’s Digital Divisions: How Schools
explore educators’ recognition of differences, Create Inequality in the Tech Era (2020), in which
commitment to an engaging environment for all, he argues that an increasingly equal allocation
consideration of alternative delivery plans to meet of physical resources and support may not be
evolving needs, and, of course, access to and— the answer to the real digital divide that exists in
more importantly—effective use of resources. Lin schools. Intriguingly, Rafalo posits that educators’
and Broughton revisit the concept of generational perceptions of and attitudes toward digital play
differences with a new focus on the teaching and may in fact lead to inequality in achievement for
instructional preferences of faculty and of students students. His book is a rich ethnography that focuses
across generations in both face-to-face and online on three schools with relatively equal resources but
learning environments. Their exploration implicitly inequitable results for students as they prepare for
suggests that educators who seek to promote a more the future.
equitable world in schools must be cognizant of the Human rights activist and public speaker
generational dispositions of teachers and learners in Dr. Naheed Dosani, an assistant professor at the
order to tailor pedagogy accordingly. University of Toronto, has noted, “Equality is
Shoval and Kauffman revisit the mind/body giving everyone a shoe. Equity is giving everyone
connection in education, arguing that its significance a shoe that fits.” This simple comment captures
is not fully recognized. They go beyond the concept the difference between the goal of equity, which
of movement as part of a kinesthetic learning in essence seeks to enable, and of equality, which
preference or style to discuss its core value for all ultimately works to empower. May these articles
learners. The authors note that renewing arousal, inspire and encourage the key women educators of
improving concentration, and providing kinesthetic DKG and others devoted to excellence in education
information through movement have a key impact to make their impact by ensuring that schools foster
on improving achievement for all, and they briefly a more equitable world promoting the growth and
discuss ways to overcome barriers to implementing welfare of all.
movement integration. Educators who strive for a Judith R. Merz, EdD
more equitable classroom will use such integration Editor

Schools Fostering a More Equitable World 5