ABSTRACT
Equity, as a concept, is defined in terms of what it requires relative to pedagogy. Equity is the implementation of a mindset that measures fairness by outputs, not merely inputs. Equity work centers the questions we ask about opportunity, pedagogy, curriculum, and matters of identity including race. Equity is the sum total of the instructional and policy-developing tasks of operationalizing the values of Equity in real-time school contexts. To define Equity minus attention to the pedagogy is problematic, but it is more than a bag of strategies and techniques; it is a belief that is embodied in practice. Whenever Equity is discussed, it should be invoking practice, and those practices should evoke further insights – insights that support discussion, which, in turn, leads to further practice.
