Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential
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| Title: | Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential |
|---|---|
| Language: | English |
| Authors: | Stetsenko, Anna |
| Source: | Review of Research in Education. Mar 2017 41(1):112-135. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Equal Education, Racial Bias, Gender Bias, Social Bias, Social Justice, Genetics, Neurosciences, Biology, Misconceptions, Cultural Influences |
| DOI: | 10.3102/0091732X16687524 |
| ISSN: | 0091-732X |
| Abstract: | Research on disrupting inequality in education can benefit from situating it within the debates on varying and often conflicting meanings of equality and its perils and promises. Especially in the wake of achievement testing and resurgent biological determinism, researchers continue to equivocate between commitment to the idea that "all" humans are equal in their core capacities versus the tendency to attribute developmental outcomes to differences in "natural" inborn talents and endowments. This chapter examines contemporary research and theorizing to address the tenet of fundamental equality to counter biological determinism laden with mythic racial, gender, and other types of unproven assumptions and biases. Drawing on a wide range of emerging positions and evidence across neurosciences, epigenetics, developmental systems perspective, and cultural-historical framework, the core argument is that all persons have "infinite potential"--incalculable in advance, unlimited, and not predefined in terms of any putatively inborn "endowments." This potential is realized in the course of "activity-dependent" generation of open-ended, dynamic, and situated developmental processes that are critically reliant upon sociocultural supports, tools, mediations, and access to requisite resources, especially through education. An educational policy along these lines would be centrally premised on the imperative to remedy the effects of discrimination and marginalization. |
| Abstractor: | As Provided |
| Number of References: | 118 |
| Entry Date: | 2017 |
| Accession Number: | EJ1146011 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1146011 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stetsenko%2C+Anna%22">Stetsenko, Anna</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Review+of+Research+in+Education%22"><i>Review of Research in Education</i></searchLink>. Mar 2017 41(1):112-135. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Neurosciences%22">Neurosciences</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.3102/0091732X16687524 – Name: ISSN Label: ISSN Group: ISSN Data: 0091-732X – Name: Abstract Label: Abstract Group: Ab Data: Research on disrupting inequality in education can benefit from situating it within the debates on varying and often conflicting meanings of equality and its perils and promises. Especially in the wake of achievement testing and resurgent biological determinism, researchers continue to equivocate between commitment to the idea that "all" humans are equal in their core capacities versus the tendency to attribute developmental outcomes to differences in "natural" inborn talents and endowments. This chapter examines contemporary research and theorizing to address the tenet of fundamental equality to counter biological determinism laden with mythic racial, gender, and other types of unproven assumptions and biases. Drawing on a wide range of emerging positions and evidence across neurosciences, epigenetics, developmental systems perspective, and cultural-historical framework, the core argument is that all persons have "infinite potential"--incalculable in advance, unlimited, and not predefined in terms of any putatively inborn "endowments." This potential is realized in the course of "activity-dependent" generation of open-ended, dynamic, and situated developmental processes that are critically reliant upon sociocultural supports, tools, mediations, and access to requisite resources, especially through education. An educational policy along these lines would be centrally premised on the imperative to remedy the effects of discrimination and marginalization. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 118 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: EJ1146011 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1146011 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3102/0091732X16687524 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 112 Subjects: – SubjectFull: Equal Education Type: general – SubjectFull: Racial Bias Type: general – SubjectFull: Gender Bias Type: general – SubjectFull: Social Bias Type: general – SubjectFull: Social Justice Type: general – SubjectFull: Genetics Type: general – SubjectFull: Neurosciences Type: general – SubjectFull: Biology Type: general – SubjectFull: Misconceptions Type: general – SubjectFull: Cultural Influences Type: general Titles: – TitleFull: Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stetsenko, Anna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 0091-732X Numbering: – Type: volume Value: 41 – Type: issue Value: 1 Titles: – TitleFull: Review of Research in Education Type: main |
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