An Empirical Study of Recognition Equity on Opportunity to Learn

• In Event: Insights and Framing in Qualitative Method and Process

Abstract

Equity on opportunity to learn is not only related to the distribution of material opportunities such as learning resources, learning environment, and knowledge, but also the issue of recognition in education. To examine students’understanding about recognition equity on opportunity to learn in the classroom, this qualitative study conducted interviews and classroom observations from a secondary school in Shanghai China.It is found that the inequities in students’learning opportunities allocated by teachers in the classroom were reflected in three contempt principles, which deviated from the recognition principle of love, law, and social esteem. The results are shown in three aspects: teachers’ physical punishment to students, deprivation of students’learning rights, and invisible discrimination from teachers.

Author

• Qian Wang, East China Normal University