1.0Educational Evidencehttps://educationalevidence.com/en/educational EVIDENCEhttps://educationalevidence.com/en/author/educational-evidence/Equity, what equity? - Educational Evidencerich600338<blockquote class="wp-embedded-content" data-secret="FbxSxa8lTZ"><a href="https://educationalevidence.com/en/equity-what-equity/">Equity, what equity?</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://educationalevidence.com/en/equity-what-equity/embed/#?secret=FbxSxa8lTZ" width="600" height="338" title="“Equity, what equity?” — Educational Evidence" data-secret="FbxSxa8lTZ" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script type="text/javascript">
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https://educationalevidence.com/wp-content/uploads/2024/03/equity-5351039_1280.jpg900675One of the biggest problems we face when critically challenging the hegemonic educational model is the inherent ambiguity and confusion in terms borrowed from other disciplines. When these terms are applied to education, particularly in its pedagogical aspect, they often become biased or diluted, altering the original concept they represent. In other words, these terms are arbitrarily assigned a meaning that may align with the conceptual framework of the specific educational model, which generates itself creating a self-referential jargon composed of terms that have different meanings outside this context.