In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references "honor" and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion.
The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education-and in the case of the discussions in this book, largely honors in US higher education-promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are "opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students"?
In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
| ISBN: | 9781527506367 |
| Publication date: | 1st April 2018 |
| Author: | Graeme Harper |
| Publisher: | Cambridge Scholars Publishing |
| Format: | Hardback |
| Pagination: | 185 pages |
| Genres: |
Educational strategies and policy: inclusion Higher education, tertiary education |
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references "honor" and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion.
The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education-and in the case of the discussions in this book, largely honors in US higher education-promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are "opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students"?
In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Diversity, Equity and Inclusion in Honors Education features in the following genres: Educational strategies and policy: inclusion, Higher education, tertiary education
Diversity, Equity and Inclusion in Honors Education is available in Hardback
Diversity, Equity and Inclusion in Honors Education was written by Graeme Harper and published by Cambridge Scholars Publishing
Diversity, Equity and Inclusion in Honors Education has 185 pages