Equity Lessons From Alternative Education
Submission Type
Synchronous Research Talk
Area of Study or Work
Educational Studies
Zoom Meeting
https://us02web.zoom.us/j/85138860792?pwd=VVFMcEJuenBhcUt2K1QvSVhBZmU1UT09
Faculty Advisor
Leah Nillas
Expected Graduation Date
2021
Start Date
4-10-2021 10:15 AM
End Date
4-10-2021 10:30 AM
Abstract
The field of education is marked by a need for constant reform; as society changes, so must learning environments. However, research has shown that traditional schools in the United States have not changed significantly since the Industrial Age, retaining practices that are harmful to specific groups of students (Aslan, Reigeluth, & Thomas, 2014; Deshler, 1978; Scott, 2017). This research synthesis examines the common practices in traditional education that are detrimental to marginalized students and how the best practices of alternative education can remedy those effects. For the purposes of this study, “marginalized” refers to BIPOC (Black, Indigenous, and people of color) students as well as students with learning disabilities. “Alternative education” refers to the type of education that employs a constructivist and humanistic approach which creates a more equitable environment for all students (Kraftl, 2014). To examine the research question, the three major areas explored were a) the specific downfalls of traditional education, b) the benefits alternative education can provide to marginalized students, and c) the specific practices from alternative education that can be implemented in all schools. Evidence shows that the traditional school system can be harmful due to its outdated, racist, and ableist origins, and that alternative practices are more focused on students’ well-being (De La Ossa, 2005; Afacan, Justin, Lequia, Perzigian, & Wilkerson, 2016)). This research synthesis aims to educate and mobilize teachers, parents, and students alike to create real, long-lasting change in the educational system in order to make it a more equitable environment.
Equity Lessons From Alternative Education
The field of education is marked by a need for constant reform; as society changes, so must learning environments. However, research has shown that traditional schools in the United States have not changed significantly since the Industrial Age, retaining practices that are harmful to specific groups of students (Aslan, Reigeluth, & Thomas, 2014; Deshler, 1978; Scott, 2017). This research synthesis examines the common practices in traditional education that are detrimental to marginalized students and how the best practices of alternative education can remedy those effects. For the purposes of this study, “marginalized” refers to BIPOC (Black, Indigenous, and people of color) students as well as students with learning disabilities. “Alternative education” refers to the type of education that employs a constructivist and humanistic approach which creates a more equitable environment for all students (Kraftl, 2014). To examine the research question, the three major areas explored were a) the specific downfalls of traditional education, b) the benefits alternative education can provide to marginalized students, and c) the specific practices from alternative education that can be implemented in all schools. Evidence shows that the traditional school system can be harmful due to its outdated, racist, and ableist origins, and that alternative practices are more focused on students’ well-being (De La Ossa, 2005; Afacan, Justin, Lequia, Perzigian, & Wilkerson, 2016)). This research synthesis aims to educate and mobilize teachers, parents, and students alike to create real, long-lasting change in the educational system in order to make it a more equitable environment.