Toward a Model of Equity Practice: Equity-minded Teacher Praxis in Urban High Schools

In this research project the perceptions about equity, equity practices, and opinions about support for equity were investigated. This qualitative case study consisted of semi-structured interviews with three urban equity-minded high school teachers from the Toronto area. Particular attention was paid attention to the resources and support available to teachers in implementing equity, the practices of equity minded teachers and obstacles to these teachers. The practices of these teachers were found to fall under four overarching categories, forming a model of equity practice: Preventive, Evaluative, Active, and Reactive (P.E.A.R.). These different aspects appear to encompass the range and scope of possible equity practices. I also suggest that the reactive practices of these teachers form another type of curriculum, called the reactive curriculum whereby teachers impart implicit information to students based on how they react in the moment to an equitable issue arising in the classroom or school. Overall, participants felt that much more support and resources such as workshops need to be provided, differentiated and mandated in the realm of equity