Equity lenses help to better understand and situate both broad issues in mathematics education, as well as approaches to addressing inequities and injustices. In this series of sketches, I explore one lens on equity developed by Rochelle Gutierrez, and relate this to other perspectives by Christopher Emdin and Bettina Love. While the sketches are my own, I draw on the ideas of other scholars and thought leaders to inform these visualizations.
Rochelle Gutierrez (2007) argues that equity includes both access and achievement (dominant axis) as well as identity and power (critical axis).Lens offer a way to see things from new perspectives, a way to tie things together, or a new set of glasses that might clarify or sharpen our vision on complex issues.In taking the notion of “access” dominant perspectives might focus on the need for tools (WiFI, computers, tasks).Christopher Emdin champions the idea that equity is not about giving everyone the same thing. Equity is about understanding what people need and giving them that.Christopher Emdin also argues for listening to young folks, our students in classrooms, to understand — do not assume — what they need to best support their learning.How can our view of access become more nuanced and complex? Consider viewing culturally responsive education through a lens of access.In Bettina Love’s (2019) book on abolitionist teaching, she argues for looking across linguistic and cultural resources. Attention to places — cities, schools, states — is also central in better understanding access.
Nicole L. Fonger 