The Beauty of Diversity
Photograph - Generosa Leach
In a recent brief statement, Education Minister Erica Stanford refers to ways of tackling inequitable education outcomes at New Zealand schools through a one-size fits all approach. Thinking about equity in education is important, but the government’s approach raises concerns because it does not recognise that there are many ways to be successful. In widening the scope of valuable qualities, and what it means “to be successful”, many more students can experience success and feel included. This one-size fits all narrative is not only a myth, but harmful because it encourages educators, parents and the community to notice what is lacking, rather than embrace the beauty of diversity. When we focus on what is lacking, deficit theorising of certain groups of students occurs.
What is deficit theorising and why is it harmful?
Deficit theorising is the practice of attributing blame for poor achievement outcomes to the learners themselves or to their impoverished circumstances. Within classrooms, deficit theorising manifests when teaching is presented from one dominant perspective (one size fits all) and when educators state that specific groups of students are unable to achieve academically as they bring no prior learning, knowledge, or skills to the school classroom. This practice is harmful as it perpetuates the myth that only some groups of students are capable of achieving success at school, and leads to low expectations of other groups of students. When teaching and learning is presented from a one size fits all approach, it fails to recognise diversity as strengths.
Viewing differences as strengths
In a recent press release for the Aotearoa Educators Collective, Professor Jodie Hunter remarked that:
For years, research in mathematics education highlights that a one-size-fits-all approach has failed and in addition is discriminatory for the very students (Māori and Pacific students) who are currently under-served in our education system.
A one size fits all approach is the antithesis of equity. This is particularly problematic in our education system, as this narrative tends to present teaching and learning from one (dominant) perspective which expects all students to adopt those ways of knowing and being. Consequently, certain groups of students are expected to leave who they are and what they know at the school gate.
The government’s campaigns for a one size fits all approach fails to recognise and acknowledge diversity as strength and in doing so, is likely to fail certain groups of students by perpetuating inequities in our educational system. It also ignores contemporary approaches for teaching and learning, such as strengths-based approaches, that meet the aims of equity in education.
What does a strengths-based approach look like?
Currently, in Aotearoa New Zealand, there are successful teaching and learning approaches that highlight diversity as strength, rather than deficit. One such example is the Developing Mathematics Inquiry Communities PLD project. Within this research-based approach to teaching and learning mathematics, students are provided with multiple opportunities to access and demonstrate intellectual capability through challenging mathematical activity requiring complex reasoning. Instead of individual ability grouping, students are positioned for learning by social grouping, where individual capability is drawn on for collective strength. Teachers hold high expectations for success and draw on students' backgrounds and cultural beliefs to connect and position them as legitimate sense-makers of mathematics. When teachers hold high expectations of their students and view their prior experiences and cultural contexts as strengths, pathways to successful learning are made possible. Successful outcomes for all learners are not possible if teaching and learning reflect only one perspective.
Education from one perspective does not serve our aims for equity. Schools and classrooms are complex settings. Complex settings require multi-dimensional approaches. This involves all students being given access to high quality teaching and learning that empowers them to see their worth as capable learners. Achieving this outcome requires ongoing and persistent teaching actions that embrace the wealth of knowledge and skills that diverse groups of students bring to school. When teachers structure teaching and learning which embrace diverse ways of knowing and being, equity in education can be reached.
Looking at the big picture: the richness of diversity for creativity and innovation
Education prepares young people to thrive in diverse workplaces, wherein diversity might appear in many different ways: through employing people of different ages, genders, ethnicities, sexual orientations, cultural backgrounds, education levels, but also with different expertise, varied ways of thinking, knowing and being.
A diverse group of people brings a richer pool of ideas to the workplace. Diverse teams generate more creative and innovative ideas, than teams in which all members are from a similar background. Indeed, research shows that when speaking of creativity and innovation diversity matters. Not only is diversity crucial for creativity and social justice, but even from a business perspective, companies that are committed to diverse leadership are more likely to be successful.
The narrative of a one-size fits all approach fails to acknowledge and recognize the richness and beauty of diversity. The world is facing many complex issues, including environmental crises, ongoing wars, the rise of extremist views and violence. Such issues need creative minds working together to tackle their complexity, understanding connections between multiple elements and variables. Now more than ever, we need to embrace and value diversity.
Brief Bio
Dr Generosa Leach is a lecturer in the Mathematics Education Masters programme, Institute of Education, Massey University. Her teaching and research focus on equity in mathematics education, strength-based grouping, teacher education, and the cultural framing of learning.
Dr Lucila Carvalho is an associate professor at the Institute of Education (Auckland) and co-director of the Equity Through Education Research Centre, at Massey University. Lucila teaches courses in the Master of Education (Digital Education endorsement) and in the BA (Education). Her recent research has been focusing on design for learning and postdigital learning spaces.