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ERIC Number: ED674721
Record Type: Non-Journal
Publication Date: 2025-Apr-29
Pages: 392
Abstractor: As Provided
ISBN: 978-1-07-195543-7
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The Encyclopedia of Educational Equity: A Resource for Dialogue and Impactful Change
Shannon D. Holder
Corwin
As educators, professors, policymakers, and advocates work to dismantle systemic barriers and advance equity in education, they must begin with a common understanding of the words that shape their actions. "The Encyclopedia of Educational Equity" offers over 650 carefully curated terms, concepts, and strategies essential for productive conversations about equity. This powerful tool will provide readers with a deep understanding of fundamental concepts in equity--like "color blindness," "gender expansive," and "meritocracy"--enabling them to identify challenges and craft solutions to improve educational outcomes for all. Key features include: (1) Micro-Checks to reflect and interrogate personal beliefs; (2) Equity timeline notes embedded throughout, which provide essential historical context for many terms; (3) Supplemental resources including tips for bias-free language, a list of frequently misused terms, critical thinking prompts for professional learning communities (PLCs), and a guide to further reading; and (4) Evidence-based strategies and best practices for achieving equity in education, interwoven throughout the text. Whether you are a novice or a veteran, this encyclopedia is user-friendly and accessible to anyone working toward equity--from educators and students to administrators, researchers, and community advocates.
Corwin. Available from: SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-233-9936; Fax: 800-417-2466; e-mail: order@corwin.com; Web site: https://us-corwin-com.bibliotheek.ehb.be/en-us/nam/home
Publication Type: Books; Reference Materials - General
Education Level: N/A
Audience: Teachers; Students; Administrators; Researchers; Community
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A