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Non-inclusive Policy Pressures Social Justice Educators to Be Performative

June 2019
Robin G. Jackson, Erin K. Sanborn, & Seena M. Skelton

In this issue of Equity Digest, we examine the people who operate educational systems at the state education agency (SEA) and local education agency (LEA) levels who intentionally and unintentionally cultivate and sustain educational inequities.  We uncover and consider how people maintain systemic inequities that marginalize students and families who don’t have dominant identity markers (i.e. white, middle-class, non-disabled, cisgender, heterosexual, and Protestant).  In addition, we discuss how we continue to "other" certain student populations when we don’t examine how we make dominant identity markers the standard by which we operate—especially in education. Finally, we explore status quo expectations of students and how to transform policy and practice such that all students have the opportunity to succeed.

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