This book sets out to defend the claim that Equity ought to remain a separate body of law; the temptation to iron-out the differences between neighbouring doctrines on the two sides of the Equity/Common Law divide should, in most cases, be resisted. The theoretical part of the book is argues that the characteristics of Equity, namely, appeal to conscience, flexibility, retroactivity and the use of morally-freighted jargon, are essential for the implementation of a legal ideal that has been neglected by the Common Law: âAccountability Correspondenceâ. According to this fundamental legal ideal, liability imposed by legal rules should correspond to the pattern of moral duty in the circumstances to which the rules apply. Equity promotes this ideal in the fields of property and obligations by disallowing parties to exploit the rule-like nature of Common Law norms in a way that breaches their moral duty to the other party. By reference to various equitable doctrines, it is argued that the faults identified by critics of Equity, especially from the perspective of the Rule of Law, are highly exaggerated, and that the criticism often reflects a political belief in the supremacy of individualism and free market over empathy and social justice. The theoretical part is followed by three chapters, each dedicated to an in-depth analysis of the equitable doctrines of fiduciary duties, proprietary estoppel, and clean hands. For each doctrine, it is shown how their equitable characteristics are indispensable for achieving their social, ethical and economic purpose.
Ultimately, this powerful series provides a clear vision and action plan for creating system equity—a place where excellence is the norm for all students.
This book presents a powerful model for using relational trust, cultural humility, and appreciation of diverse perspectives to build learning communities that collectively uplift all students and all members of the learning community.
Bulan, Heather F., Rebecca J. Erickson, and Amy S. Wharton. 1997. “Doing for Others on the Job: The Affective Requirements of Service Work, Gender, and Emotional Well-Being.” Social Problems 44 (2): 701–23. Carter, Robert T. 1997.
This book provides coaches with those tools and maps. Any coach who is concerned about equity, which should be every coach, will greatly benefit from reading this book." Jim Knight, Senior Partner, Instructional Coaching Group
Learn to increase educators' cultural competency, overcome institutionalized factors that limit achievement, and implement equitable practices—with real-life success stories, exercises, and dedicated online resources.
Driven by a change in thinking and imagination, these examples show how practitioners can—and should—tailor programming in light of larger patterns of inequality. This is the 172nd volume of this Jossey-Bass quarterly report series.
The premise of the project is that institutional data acts as a powerful trigger for group learning about inequities in educational outcomes, and that the likelihood of improving those outcomes increases if the focus is on those things ...
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States.
With the concrete suggestions in this book, you’ll be able to overcome deficit models, focus on opportunities for academic success and educational justice, and make equity tangible for each of your students.
Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific ...