The development of a methodology for enhancing equity within education systems

ABSTRACT

Advancing equity is a major challenge facing education systems globally. This creates an imperative for researchers to work with policymakers and practitioners to affect change. There have been many attempts to do this using various forms of action-oriented research and a considerable body of knowledge exists about their strengths and limitations. The paper describes the development of a methodological approach, Design-Based Equity Research (DBER), which draws on these existing traditions but is also distinct in its explicit consideration of values. It is marked out by a process of knowledge generation, in which researcher and practitioner knowledge meet, in context, to produce new knowledge about ways in which broad values of equity might be better realized in future practice. The paper explains how the approach was developed, conceptually and empirically, through a series of studies carried out over the last twenty years. It concludes that the process has the potential to generate two important types of knowledge: substantive knowledge about how equity can be realized in practice, and processual knowledge about the DBER process itself.

KEYWORDS:

• Equity
• action research
• research and development
• design-based research

Acknowledgements

The ideas of Alan Dyson have been important in shaping our argument.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 England is one of the four member states of the UK, along with Scotland, Wales, and Northern Ireland.

2 Centre projects were reviewed by and adhered to the ethical protocols of the University of Manchester Research Ethics and Integrity Committee.

Additional information

Funding

‘Understanding and Developing Inclusive Practices in Schools’ was supported by the Economic and Social Research Council [grant number L139 25 1001].