Publications and Research
Document Type
Article
Publication Date
Winter 2023
Abstract
In April 2022, United States Agency for International Development (USAID) released its first ever Equity Action Plan to advance equity across their policies, programs, and partner base. This action plan entails five priority areas, the fifth of which is to: “…incorporate racial and ethnic equity and diversity into policy, planning, and learning” (USAID, 2022, para. 3). This essay addresses the question of how USAID, along with other international development agencies and practitioners, can institutionalize equity, particularly in its evaluation and data collection processes. I argue that as interest in addressing diversity, equity, and inclusion (DEI)1 increases in the U.S. and parts of Europe, Western conceptualizations of equity need careful examination regarding their cultural appropriateness, lest we impose these values on other regions of the world. Furthermore, we need to be wary of pushing “conventional” methods and metrics used for evaluations of the outcomes.
Comments
This article was published in Current Issues in Comparative Education (CICE), Volume 25, Issue 1, Winter 2023.
Recommended Citation:
Pai, G. (2023). Beyond demographic identifiers and classification: A search for alternative approaches to quantitatively evaluating educational equity. Current Issues in Comparative Education, 25(1), 121-126.https://doi.org/10.52214/cice.v25i1.10248