Abstract
The concept of equity in education is associated with access to educational
institutions and resources, to the quality and dissemination of knowledge.
Equity pedagogy addresses the matter of fairness, access and inclusion in
academia. Due to the heterogeneous group of students, teaching at college
and university level is a multitasking act. It is more than imparting
information; rather, it’s meeting the needs of students. It requires to get
knowledge on students’ individual differences prominently about their
abilities, disposition, family status, and need to instruct in ways to respond
effectively to their diverse needs of the students. The proposed study has
explored teachers’ role in using equity pedagogy to address students’
diversity and bring the culture of inclusion in colleges and Universities. All
teachers of various departments of public sector colleges and universities
were the population of the research study. We conducted in depth interviews
to collect data from 75 teachers of 14 public colleges and 11 universities of
Punjab province of Pakistan. The qualitative interpretive design was used.
Three broader themes; changing factors, impartiality & teaching for
inclusion, followed by 11 subthemes emerged after data analysis. The study
explored that most of the teachers have lacking equitable pedagogical
practices to meet educational needs of students with diversity. Resultantly
many needs of students with diversity remained unmet and the target of equal
access, equity and inclusion still seems faraway. The study recommended for
teachers to have increased understanding of students needs to practice equity
pedagogy to fulfill their academic needs as well as to increase the
accessibility to flourish the culture of inclusive and equitable education in
colleges and universities in Pakistan
Samina Ashraf, Muhammad Uzair-ul-Hassan. (2020) Equity Pedagogy as a Means to Address Educational Needs of Students to Burgeon Inclusive Culture in Colleges and Universities, Journal of Educational Research, Volume 23, Issue 1.
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