UNIVERSIDADE PÚNGUЀ

Faculdade de Letras, Ciências socias e Humanidades

Promoting equality and equity (poem)

Licenciatura em ensino de inglês com Habilidades em Língua portuguesa

Trabalho de pesquisa

Abineiro Massava
Edivete Germano
Inês Manuel

Chimoio
2023
 Abineiro Massava
Edivete Germano
Inês Manuel

Promoting equality and equity (poem)

The assignment to be submitted to

the Department of the language
science, Communication and art
under the guidance of lecturer:
André Franque

Chimoio
2023
Table of contents
1. Introduction ............................................................................................................... 4

1.1. Objectives .............................................................................................................. 4

1.1.1. General ............................................................................................................... 4

1.2. Specific .................................................................................................................. 4

2. EQUITY ................................................................................................................ 5

2.1. EQUALITY ....................................................................................................... 5

3. Poem .................................................................................................................. 6

4. Conclusions ............................................................................................................... 8

5. References .......................................................................................................... 9
 1. Introduction

This is a work done by a trio and the piece of work is all about a poem entitled promoting
equality and equity whose objective is to encourage all women to get educated however,
there are somethings that have been discussed by some authors, as we can see down here.
Moreover, equality and equity are two confused words but, they are not equal for, they
real differ in meaning. Concerns with equity issues in education have largely given way
to concerns about quality and excellence. Bell and Chase (1993) argue that from the
beginning of the 1980s, federal policies have focused on the establishment and
enforcement of performance standards rather than on equity standards. Moreover, even
when the focus was on equity, apart from affirmative action policies in some arenas, what
was really targeted was equality. Talking of gender equity, in particular, Stromquist
(1997) points out that although the U.S. government describes both Title Xl of the
Educational Amendments Act of 1972 and the Women's Educational Equity Act
(WVEEA) passed in 1975 as legislation for equity, the laws, at best, offer quality of
opportunity in terms of access and resources. "To provide equity would be to give greater
support to women in order to ensure that they ultimately reach condition of equality with
men" (p. 55) Odden (1995) agrees: "Despite our about equal outcomes, our equity
orientation has been one primarily of access (p. 12).

1.1.Objectives
1.1.1. General
 To promote equality and equity
1.2.Specific
 To encourage all women to get educated
 To show the importance of being educated
 2. EQUITY

Equity, in its simplest terms as it relates to racial and social justice, means meeting
communities where they are and allocating resources and opportunities as needed to
create equal outcomes for all community members.

2.1.EQUALITY

Equality means each individual or group of people is given the same resources and
opportunities, regardless of their circumstances. In social and racial justice movements,
equality can actually increase inequities in communities as not every group of people
needs the same resources or opportunities allocated to them in order to thrive.
Here we have our written poem; however, it will be presented orally.

3. Poem

Why don’t you educate me?

For you have no rights to be educated.

I am not just born to make coffee and tea.

This is who you are made to be.

My heart pains badly

When I say this sadly

Ho my dear it is that you are respectless when you are educated

Because when you are educated, you are not well behaved.

Education makes me respectful.

Education makes me shine.

Education makes me smile.

It is that you take men’s position when you have a degree

However, if you were educated you wouldn’t take men’s position

I really wanted you educated but I am afraid you will look down upon me

I really wanted you educated but I am afraid you will leave me

I don’t mean to be anti-feminist

For education is the key to brilliant life

Nowadays education is the instrument to success

Thanks to education, Women have the same rights as men

Thanks to education, women are well behaved but not respctless like men say

Education promotes equality and equity

Now I know what she meant

Now I have overcome my discrimination by your sweeter words

Ho I’m sorry for having discriminated you for ages

It is the real equality and equity is wanted

Education is important for both men and women

Women please be educated and respectful

Girls must have the undeniable rights to speak,

And the God-given rights to choose and pick.

Girls must have the rights to be educated,

To be respected and to be protected.

Girls are human beings too;

Girls must have all the rights too.

By: The trio above mentioned

 4. Conclusions

We conclude by saying that we hope the message finds you well and teaches you
something concerning to the topic.

As “education, in its broadest sense, is the means of this social continuity of life” (Dewey,
1954, p. 6) can not only address to men but also have to take women into consideration,
to reach quality, progress, or achievement, education needs gender equity.

Then persuasive benefits associated with girls’ education are numerous, which include
crucial matters such as reducing women’s fertility rates, lowering infant, child or maternal
mortality rates, improving mother and child health, protecting females from HIV/AIDS
viruses, domestic violence and pressures, exploitations and abuses, decreasing troubles
about women’s equal work and equal pay labor force, and regarding women’s role in
domestic and public life, their contribution in the economic productivity and growth, and
their social and political struggles.

Thanks to the fight for women’s rights, increasing participation of women in the job
market and to the right to vote, women have emerged from the strictly private sphere to
which they were formerly restricted. Women have broken the implicit social contract that,
for more than hundreds of years, has confined them to home, child rearing, household
tasks and fieldwork, while men worked outside the home.

However, because of insufficient interests, gender equity in education runs to failure for
millions of girls and women under the heavy weight of circumstances throughout the
world and needs supporters to take more active roles as early as possible in breaking down
the traditional resistance against the education of girls. Shortly, nowadays, that “women
cannot be confined to merely domestic pursuits” is a fact known to everyone, but if
subordination of female sex still goes on in this way, both individual and social benefits
will forever wait for another spring.
 5. References

Dewey, J. (1954) Democracy and education. Plain Label Books, USA, 6.

Bell, C., & Chase, S. (1993). The underrepresentation of women in school leadership. In
C. Marshall (Ed.), The new politics of race and gender: The 1992 yearbook of the Politics
of Education Association (pp. 141-154). Washington, DC: Falmer

Odden, A. (1995). Educational leadership for America’s schools. New York: McGraw-
Hill.

Stromquist, N. (1997). Gender policies in American education: Reflections on federal

legislation and action. In C. Marshall (Ed.), Feminist critical policy analysis 1: A
perspective from primary and secondary schooling (pp. 54-72). Washington, DC: Falmer.