Educational justice endeavors to implement new solutions to close the opportunity gap between schools. Currently, schools of the same educational level do not offer the same experiences. This justice strives to create equal opportunities but also tries to inspire new moves towards social justice because “education is perhaps one of the most important functions of the state and local governments” (Allen 1). A majority of the government funds for each state goes towards education opportunities. Not only is it important in terms of government and how spending is used, education is a valuable part of our society because the way people learn could essentially shape the world. This is especially true for lower level educations. Most countries feel as if “elementary and primary education are so important for the well-being of both individuals and society” (Allen 19). Kids are the future of our society. How they learn and what they learn at a young age effects not only how they will learn but also could affect future outcomes. For example if a child learns good study habits at a young age, chances are they will develop good study skills in the future.
In order to obtain justice for education, schools must be able to prove the same resources. Although schools are generally teaching the same core subjects (i.e. math, science, English, and history), many schools are missing a very important subject: language. I feel that it is important to learn a different language outside of the one you first spoke. Not only do most colleges require another language, but also job companies see multiple languages as a strength. The main issue with justice for world languages is that not only do most states not have requirements for this subject, but also many schools do not even offer languages outside of English (States with or Considering High School Foreign Language Graduation Requirements).
Because of this, people that are not required to complete a language or do not even have the opportunity to take a world language are placed at a disadvantage for their futures (Osborn 115). They would also be considered one step behind people who have learned another language in their school. Schools also do not have the same amount of funding or can afford the resources to offer different languages. Not only is funding for world languages something that is not available for everyone, technology is also a huge factor that not everyone has access too and often enlarges the opportunity gap amongst schools (Banks 661).
This is why I have come up with the idea of an application and solution to progress educational justice forward. The application is an app that will provide people with an equal opportunity to learn a language. The application will not cost anything, which allows people in low income areas to have equal opportunities. This app will also be available on multiple mediums outside of a smartphone. For example, I plan on creating a website for this app and also a downloadable software for public library computers. This way, the application is not limited to only people who own mobile devices, but allows people who have access to technology to be able to have the same resources. The goal of educational justice is to provide the same learning opportunities for everyone. The application that I am designing will help push equality for education and will be further discussed in the upcoming weeks.
Allen, D. (2013). Education (pp. 1 – 25). Chicago, Illinois: University of Chicago Press.
Banks, J. (2012). Encyclopedia of diversity in education (p. 661). Thousand Oaks, California: SAGE Publications.
Chau, L. (2014). Why You Should Learn Another Language. from http://www.usnews.com/opinion/blogs/economic-intelligence/2014/01/29/the-business-benefits-of-learning-a-foreign-language
Osborn, T. (2006). Teaching world languages for social justice: A sourcebook of principles and practices (pp. 110 – 132). Mahwah, NJ: Lawrence Erlbaum Associates.
States with or Considering High School Foreign Language Graduation Requirements. (2010). http://www.ncssfl.org/docs/States with Foreign Language Graduation Requirements – Revised 2010.pdf