The Importance Of Equality And Diversity In Primary Education

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Introduction to The Importance Of Equality And Diversity In Primary Education

Equality is defined as providing fair treatment to every person. Diversity is stated as the difference which is present among people because of diverse backgrounds, cultural values and other aspects. Within the education system, effective equality and diversity must be managed. It is the reason that the education sector is very crucial for the development of the country. In case the level of education is not good then the country will not grow and develop well. So to enhance and improve the education sector equality and diversity must be included in the study. Within the different educational settings, people come from diverse cultural backgrounds and as a result of this, a variety of people learn together. Thus, effective equity must be promoted. Thus, both diversity and equality contribute to social cohesion and as a result, better education is promoted. The current proposal will outline the significance of implementing equality and diversity into education. Thus, for this, it will evaluate the different strategies, ways and methods that can be used by different educational institutions for promoting better education and improving the state of the country.

This topic is often explored in Assignment Help resources that guide students in understanding how equality and diversity impact educational development. Such Assignment Help materials can assist learners in writing academic papers, proposals, or projects focused on inclusive education and social growth.

Rationale

For the development of the country, good education must be present so that the overall working can be improved. When the residents of the country are well-educated then automatically the overall working of the country will be good. Thus, the reason for the selection of the current research topic is that when primary education is strong then the outcome will be better and will assist in the development of the country. So when equity and diversity are promoted in the education sector then every person will have the right to get a good education irrespective of background, culture, values and other aspects. Also, another reason for selecting the current research topic and questions is the personal interest of the scholar as they want to develop knowledge relating to equity and diversity in education.

Aim and objectives

Aim

To assess the importance of promoting equality and diversity in primary education. A study UK education sector.

Objectives

• To develop an understanding of the concept of equality and diversity.
• To analyse the ways of promoting equality and diversity in the primary education sector.
• To evaluate the impact of these ways in the development of the education industry.
• To recommend ways of improving the inclusion of equality and diversity in promoting education.

Research questions

1. What is the concept of equality and diversity concerning primary education?
2. What are the ways of promoting equality and diversity in primary education?
3. What is the impact of using these ways on improving the education sector?

Literature Review

Concept of equality and diversity

Wolbring and Lillywhite, (2021) stated that Equality means making sure that each member in the setting has equal opportunities despite their abilities, lifestyle as well as backgrounds. Diversity signifies appreciating the uniqueness and differences among individuals as well as treating their values, cultures, beliefs as well as lifestyle with dignity and respect. Diversity and inclusion in the education sector begin with offering equal access to education for all by removing barriers. This ensures equal opportunities which create the pathways for underrepresented groups to access quality education. It is significant to offer equal opportunities for advancement and growth which address prejudice and ensure all students feel valued. However, Mercer-Mapstone et al, (2021) argued that there are issues in promoting diversity and equality in the curriculum because of the lack of gender and cultural awareness among the people.

Schucan Bird and Pitman, (2020) mentioned that Diversity and equality enrich the overall learning experience for all students. This includes interacting with peers from different backgrounds which exposes the students to different cultures, perspectives as well and ways of thinking. An inclusive learning environment motivates collaboration and creativity. When learners from diverse backgrounds come together bring unique ideas, experiences as well and knowledge. Equality in education includes equalizing all individual differences. Every learner must have equal and specific opportunities to cultivate their skills according to their needs and capabilities. On the other hand, Rowan et al, (2021) argued that cultural barriers can lead to create misunderstandings and conflicts in communication. These issues arise because of differences in beliefs, language, customs, and values differences among the students.

An inclusive classroom prepares the student to thrive in a diverse workplace. By developing skills, students can succeed in a multicultural environment. By learning from peers from distinct backgrounds, students gain valuable interpersonal skills like teamwork, communication as well as conflict resolution. Students learning with diverse groups can enhance their knowledge regarding various customs, traditions as well as beliefs. This exposure to different cultures promotes cultural awareness, motivates tolerance as well, and appreciate for differences. On a critical note, Bhopal and Pitkin, (2020) diversity in the classroom can cultivate a new set of disciplinary challenges. Educators might find it challenging to handle students from diverse backgrounds, religions, backgrounds as well as different languages.

Ways of promoting equality and diversity in the primary education sector

Tavares, (2024) said that An inclusive curriculum allows diverse materials, content, ideas and assessment methods. This includes incorporating the perspective to expand as well as improve student learning. Inclusive education is significant to ensure that each student irrespective of her\his background and ability by treated equally. An inclusive curriculum offers the opportunity for all students to enhance the values, attitudes as well as skills required to work in a diverse society. By motivating the range of teaching methods, an inclusive curriculum provides a more engaging and efficient learning experience. Inclusive education cultivates an atmosphere where the students can learn to respect their peers' unique backgrounds and abilities. Reflecting on the diversity and equality of society in the classroom prepares students for real-world experiences. On a critical note, Gümüş, et al, (2021) mentioned students with disabilities might face stigma, social isolation and bullying from their peers despite efforts to promote inclusivity. Building specific inclusive communities in education needs continuous education as well as awareness to combat prejudice and promote empathy among students.

Richardson, J.T., Mittelmeier and Rienties, (2020) assessed that Cultural responsive education enhances the rich and intentional approach in every aspect of student learning. This also connects the students' languages, cultures as well as life experiences. These relationships assist the students to access the rigorous curriculum as well as enhance high-level academic skills. Educators encourage students to draw on their previous knowledge to contribute to group discussions which offer an anchor to learning new skills. Culturally responsive pedagogy assists the students in building empathy with different opinions as well as perspectives by enhancing their engagement with peers. In this teaching method, teachers also tend to recognize the range of cultural strengths of students to nurture a positive sense of engagement. On the other hand, culturally responsive teaching needs continuous professional development which is a very time-consuming process. Intercultural stereotypes also lead to misunderstanding as well as cultural conflicts in communication. Stereotypes can create bias and reinforce prejudice which contributes to discrimination as well as misunderstanding.

Wolbring and Lillywhite, (2021) The inclusive education policy is to ensure that each student has equal access to equitable as well as high-quality education that is culturally responsive. Inclusive practice ensures that each student can flourish in education despite their daily struggles as well as capabilities. It is significant for educators to practice the range of teaching methods that cater to the different methods of learning. Equality Act 2010 offers the legal framework to protect the rights of the people as well as advance equal opportunities for protecting from unfair treatment. The UK education policy actions to tackle the learning crisis, focus on an efficient teaching system as well as renew focus on marginalized children. An inclusive education policy supports individual growth and development and also a more equitable society. These policies contribute to an inclusive learning environment in which all the learners are valued as well as able to succeed. On the other hand, various educators are not skilled enough to handle the needs of students in the class. The lack of educator training results in inadequate support for diverse students. Some education systems do not have adequate materials such as teaching materials as well as resources to support the diverse needs of students.

Along with this Tavares, (2024) suggested that another way of managing equality and diversity in primary education is that the schools must effectively try to hire and recruit diversely. It is due to the reason that when the teachers are recruited in a diversified manner then they will have more knowledge of tackling the people coming from diverse backgrounds (How to Promote Equality, Diversity & Inclusion in the Classroom, 2024). Moreover, Brahma, Nwafor and Boateng, (2021) stated that when the teacher has a good knowledge of different cultures then it will foster the working capability and better education will be imparted. Furthermore, Doherty, Madriaga and Joseph-Salisbury, (2021) stated that in case the teacher is not well versed in the different cultures then it will impact the quality of the education and will not promote the work well.

On the other hand, Chakravarthi, (2020) stated that building an inclusive environment within the classroom is also a good way of promoting equality and diversity. It is due to the reason that when the environment is comfortable for every student then the level of education will automatically increase. Wei, (2022) supported that when the environment is comfortable then the person coming from a diverse culture will feel comfortable and consequently the overall education will increase. Moreover, when the environment is good then every student will feel equitable and consequently the overall efficiency increases.

Impact of ways

In the views of Cole, ed., (2022) the strategies for the promotion of education compliance with equity and diversity are very important and beneficial. The most common impact of using the strategies of promoting equality in education is that it provides uniformity in the education system. It is due to the reason that for a country people belong to different cultural backgrounds and areas. The requirement of education is different for every person. Thus, when effective equality is present then automatically education is standardised and uniformity is present. Bhopal and Pitkin, (2020) stated that for example, the strategy is used relating to an inclusive curriculum. Then in this particular aspect, every student will be learning the same element and as a result of this equality is promoted.

On a critical note, in case equality is not promoted in education then every child will be taught different aspects. Thus, as a result of this, the overall efficiency is impacted and the uniform growth is not present. Also when the children will be learning different elements at the same stage then their development will also be impacted. So, effective compliance with equality and diversity must be managed so that education at primary age can be promoted.

Moreover, Miller, (2020) stated that complying with culturally responsible teaching practices will create a positive impact on the education of the child. It is the reason that within a classroom every student comes from a diverse background and they don't need to be comfortable with the teaching practices followed. Bragg et al, (2020) state that when the tutor complies with the culturally responsive techniques then it is helpful for the teachers in making the other students comfortable and imparts the accurate teaching. However, Chung et al, (2021) argued that too much compliance with cultural preference is also not good as for every student, the teacher cannot select a different teaching method. Thus, for this, the teachers can select the particular methods of teaching which apply to every student belonging to any of the cultures.

Literature gap

There is a lack of information on the practices that promote the social skills as well as emotional development of marginalized groups within the UK. Implementing a diverse curriculum might not be easy because of the fear of discomfort for many educators. There is also a gap is analyzing the efficiency of education programs and practices on cultural training as well as the anti-bias education system. This research also has the gap between the global digital trends as well as culturally rooted education experience within the curriculum in the UK.

Research Methodology

Research type

Research type implies the evaluating various concept through which information regarding the current topic could be gathered. The most effective method of research type involves the qualitative research and the quantitative research. Qualitative research involves ascertaining various numerical data to get insight of the research issue (Ahmad et al, 2019). Qualitative research is the descriptive method through which cases, people and phenomena could be studied. For determining the importance of equity and diversity in education, qualitative research will be used by the researcher. Earlier research has chosen qualitative method but that ignores the human aspect that result in gaining inaccurate outcome. For overcoming this, qualitative method has been selected as this method uncovers various social trend motivation and belief of individual that cannot be recorded in the statistical manner. Qualitative method helps in covering emotional aspect and support in collecting versatile information that aids in gaining better outcome. Further the emotional aspect of the respondent is ignored in quantitative method which is the major reason behind the selection of Qualitative method.

Research approach

Research approach refers to the step wise method through which data is evaluated for gaining accurate outcome. Inductive research approach and deductive research approach has been widely used by the researcher. Inductive approach includes reaching to the finding by evaluating collected data based on which theories are formed (Alharahsheh and Pius, 2020). Deductive method is the process of testing the existing theory. In the context of determined the significance of inclusive environment in primary education, Inductive research approach has will be utilised. This method has been selected as it helps freedom to explore new theory and form new theory that aids in gaining accurate outcome. Further this approach follow holistic view point that includes ignores the existing data and reach out to new perception.

Research philosophy

The various type of assumptions and belief that are formed while conducting the research are known as research philosophy. Interpretivism and positivism are two major philosophy used for conducting research (Bauer et al, 2021). Interpretivism philosophy prioritises the emotions and perception of respondent whereas positive philosophy emphasis over measurable data. For determining importance of diversity promotion within the primary education, Interpretivism philosophy will be used. The current research is carried out through qualitative method which is effectively accompanied by the Interpretivism philosophy. This method supports in determining social context of the issues result in gaining better insight of the research issues. Further, this philosophy is based on the idealism approach will help in uncovering various social and emotional aspect related to the research issue. Interpretivism philosophy is used as this help in enhancing knowledge by engaging within the participants. Various social constructions such as shared meaning, languages and instrument could be understood through the Interpretivism philosophy results in gaining better outcome.

Data collection

Data collection refers to the method of assembling large number of information through which all the aspect of the research issues could be evaluated. The most common method of data gathering includes primary data collection and the secondary data collection method. Primary data collection includes gathering original information by contacting with the individual that has experienced or possessed information regarding the research issues (Bloomfield and Fisher, 2019). Secondary data collection includes taking information form the research that has conducted in past. Secondary data collection method will be used by researcher for understanding the importance of promoting equality within the primary education. This method has been selected as to overcome the barrier of cost and time as this study is conducted in less time as compare to primary. Secondary data help in uncovering the opinion and ideas of large number of author’s result in gaining accurate information. In this regard large number of books, scholarly articles and journals will be analysed by the researcher. Goggle scholar will be used to get effective access to large amount of context that result in effective and efficient analysing of the information.

Data analysis

Data analysis refers to the method of evaluating the collected information so that effective result could be gained. SPSS and thematic data analysis are two techniques by which information could be evaluated. SPSS is the statistical tool that helps in evaluating numerical information. Thematic data analysis refers to the method of determining themes and pattern based for analysing qualitative data (Chandra et al, 2019). In the context of determining importance of inclusive environment in primary education, thematic data analysis method will be selected by the research. This method helps in gaining most optimum outcome by explores and identifying pattern. The study is undertaken through qualitative research and inductive approach which could be effective undertaken through thematic approach. Thematic analysis helps in quick data interpretation by representing data in the form of graphs and pie charts. However, this method is based on the interpretative nature that results in increasing scope of biasness while determining themes and patterns.

Research limitation

The two biggest constraints in carrying out the present study is related to the lack of time and money. To overcome the issue of time, secondary method will be used that will help in gathering large amount of data within a short period. Further thematic analysis has been used over SPSS that support in quickly identify pattern based on which charts are formed and aids in quick interpretation.

Ethical consideration

Ethics are very crucial in the research as it help in protecting the rights, dignity and welfare of the respondent and support in gaining trust and confidence of other (Duckett, 2021). For carrying out current study, emphasis will be paid on maintaining confidentiality of all the collected data that aids in protecting information from being misused. Further concern will be paid towards accurately citing all the data as to acknowledge the effort of past researcher. The reference list will be provided in the appendices that accuracy of the gathered information.

Timeline

References

The Importance Of Equality And Diversity In Primary Education

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Books and Journals

• Ahmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A. and Farheen, Z., 2019. Qualitative v/s. quantitative research-a summarized review. population, 1(2), pp.2828-2832.
• Alharahsheh, H.H. and Pius, A., 2020. A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), pp.39-43.
• Bauer, G.R., Churchill, S.M., Mahendran, M., Walwyn, C., Lizotte, D. and Villa-Rueda, A.A., 2021. Intersectionality in quantitative research: A systematic review of its emergence and applications of theory and methods. SSM-population health, 14, p.100798.
• Bhopal, K. and Pitkin, C., 2020. ‘Same old story, just a different policy’: race and policy making in higher education in the UK. Race Ethnicity and Education, 23(4), pp.530-547.
• Bloomfield, J. and Fisher, M.J., 2019. Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), pp.27-30.
• Bragg, S., Renold, E., Ringrose, J. and Jackson, C., 2020. ‘More than a boy, girl, male, female’: exploring young people’s views on gender diversity within and beyond school contexts. In Trans youth in education (pp. 100-114). Routledge.
• Brahma, S., Nwafor, C. and Boateng, A., 2021. Board gender diversity and firm performance: The UK evidence. International Journal of Finance & Economics, 26(4), pp.5704-5719.
• Chakravarthi, B.R., 2020, December. HopeEDI: A multilingual hope speech detection dataset for equality, diversity, and inclusion. In Proceedings of the Third Workshop on Computational Modeling of People's Opinions, Personality, and Emotions in Social Media (pp. 41-53).
• Chandra, Y., Shang, L., Chandra, Y. and Shang, L., 2019. Inductive coding. Qualitative research using R: A systematic approach, pp.91-106.
• Chung, H., Birkett, H., Forbes, S. and Seo, H., 2021. Covid-19, flexible working, and implications for gender equality in the United Kingdom. Gender & Society, 35(2), pp.218-232.
• Cole, M. ed., 2022. Education, equality and human rights: issues of gender, 'race', sexuality, disability and social class. Taylor & Francis.
• Doherty, N., Madriaga, M. and Joseph-Salisbury, R., 2021. The university went to ‘decolonise and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial times. Educational Philosophy and Theory, 53(3), pp.233-244.
• Duckett, L.J., 2021. Quantitative research excellence: Study design and reliable and valid measurement of variables. Journal of Human Lactation, 37(3), pp.456-463.
• Gümüş, S., Arar, K. and Oplatka, I., 2021. Review of international research on school leadership for social justice, equity and diversity. Journal of Educational Administration and History, 53(1), pp.81-99.
• Mercer-Mapstone, L., Islam, M. and Reid, T., 2021. Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives. Teaching in Higher Education, 26(2), pp.227-245.
• Miller, P.W., 2020. ‘Tackling ’race inequality in school leadership: Positive actions in BAME teacher progression–evidence from three English schools. Educational management administration & leadership, 48(6), pp.986-1006.
• Richardson, J.T., Mittelmeier, J. and Rienties, B., 2020. The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: An update. Oxford Review of Education, 46(3), pp.346-362.
• Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S. and Churchward, P., 2021. How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), pp.112-158.
• Schucan Bird, K. and Pitman, L., 2020. How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. Higher Education, 79(5), pp.903-920.
• Tavares, V., 2024. Feeling excluded: International students experience equity, diversity and inclusion. International Journal of Inclusive Education, 28(8), pp.1551-1568.
• Wei, L., 2022. Translanguaging as a political stance: Implications for English language education. ELT Journal, 76(2), pp.172-182.
• Wolbring, G. and Lillywhite, A., 2021. Equity/equality, diversity, and inclusion (EDI) in universities: the case of disabled people. Societies, 11(2), p.49.

Online

• How to Promote Equality, Diversity & Inclusion in the Classroom. 2024. Online. Available through: < https://www.highspeedtraining.co.uk/hub/classroom-equality-diversity/>