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This picture illustrates that equity is not about giving every person the same exact thing. It is about giving every person what they need to participate in a shared experience.

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The need to adjust to what individual needs may be.
Equality is given the same box in this situation. Equity is giving what an individual needs during a shared experience. I question the fence remaining the same in both images. could the fence also change to meet the needs of the individuals?
Who is responsible for these changes in the picture?

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Equity and equality do not mean the same thing. Equality means that everyone is given the same amount, or given the same thing. Equity in this picture means that everyone is given what they need based on their individual needs. Thinking about the first section about politics, I wish that as a kid politics had been discussed more. I now feel uncomfortable with conflict and political discussions because I have had little experience with it, and I've never wanted to offend anyone. If we are teaching students all the same things, and not thinking about the impact that might make on different people we are not necessarily being equitable.

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This picture reminds me of what we might say in the classroom "everyone gets what they need to learn and grow."  I don''t know that that is an accurate representation of society or even education as a whole.

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I think this image does a nice job of representing the difference between equality and equity, but I think it over simplifies the solutions to providing equity. I don't think there are any "quick fixes" to providing racial equity in our classrooms, although there are certainly steps we can start taking to bring us closer.

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Hello fellow readers,
Jess has given permission for those of us that would like to to participate in a Google Meet once a week to discuss the book. A notetaker would be responsible for creating a post here on the padlet which contained the group's biggest takeaways from the week's reading and our names. I'm definitely a person that reflects about books better when talking than typing. If you'd like to form a group, please let me know if any of the proposed days/times works for you in the comments. Thank you! -Cindy

A. Tuesdays: 10-11
B. Wednesdays: 10-11
C. Tuesdays: 2-3
D. Wednesdays: 2-3
E. Other (offer suggestions)

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Interesting picture... How does one obtain a box? Does one need to give up a box for all to a sufficient number of boxes? Is there a finite number of boxes, and if so, who determines how they're distributed?

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The piece that I think is missing from this image is the one we often see in UDL where the children are looking through a chainlink fence with no boxes. In this way, the barriers are removed and everyone is able to participate. I think that true equity cannot be reached by merely providing supports. We need to make society and education something that everyone can participate in no matter what their identity is.

A quote that really stuck out to me as I was reading was:
"Every human being is of infinite and incalculable value, each a work-in-progress and a force-in-motion, a unique intellectual, emotional, physical, spiritual, moral, and creative agent, each endowed with reason and conscience, each deserving a dedicated place in a community of solidarity as well as a vital sense of brotherhood and sisterhood, recognition and respect" (7). I think this highlights the idea that rather than "raising people up" we need to capitalize on their strengths because that is what can make us all stronger as a whole.

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I recently read something about this image and how it really doesn't represent the problem accurately, especially in consideration of racism. The author of the piece talks about how the image makes it seem like the short person is somehow less or inadequate and needs more help, but really the image should show three people who are the same height and the problem is that the ground is not level. That is a better representation of inequities of race because it shows how the system itself is to blame and some people are starting at a different point, not  because of their innate qualities, but because the system has been created to put some at a disadvantage.

I think Bill Ayers would agree with that assessment based on two quotes on page 9 "the system is organized to miseducate these children, and it includes the shameful lack of resources...and arcane rules and routines that result predictably in social shaming and widespread exclusions." AND "We disavow the dismal American habit that blames both poverty and racism on the imagined behaviors or poor and Black people."

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We've all seen this picture, right?

In a picture-is-worth-1,000-words kind of way, this image simplifies the profound difference between equality and equity. From this picture people have actually begun to understand that treating everyone equally doesn't lead to equity, and in fact, equal treatment often perpetuates and justifies racial hierarchies. Yes, this picture has taught us a lot.

But, it's time to move on.
This picture -the noble imagery of the equity movement - is white supremacy at work.
Sorry folks. But it's true.

First and foremost, the shortest boy is positioned as the problem. He needs multiple boxes to see over the fence. He's the one who is the pathology: he's literally less than the others. The shortest boy is - by sheer presentation alone - not whole, not normal, especially compared to the tallest boy. And because he is shorter he is seen as the problem, he needs more help. He is by fact, needy.
Dominant and oppressive narratives about people of color bleed into this picture: people of color are less than and thus, need more.
This is white supremacy. This feeds into the oh-so-familiar racist politic - people of color have little to offer, and yet take so many public resources. Heard that before haven't you?

Even those who "center equity" feed into this framework - people of color need our resources because they're too broken to have their own. Volunteered with that organization maybe?

It is high time to rid ourselves of these white supremacy-laden "equity" ideas, and actually recognize the full humanity and capabilities of people of color.

Imagine if you will, 3 people -all the same goddamn size. The ground beneath them slopes, buckling beneath one person so significantly that person cannot see over the fence at all. The foundation on which these people stand is unequal, and that foundation, might we even say systemic, difference leads to some being able to watch the baseball game, while others cannot.

Yes, the person who is on the slope requires a box or two to stand on, but it is only because they are on lower ground to start - not because they are shorter to begin with.

As useful as the picture was in starting conversations around "Equality vs. Equity," we are basically blaming the person for being short, when in reality, we aren't standing on a level playing field to start. We aren't *allowed* to stand on a level playing field.
In fact, we are - by reason of policy, practice, prejudice, and bias - forced to stand on a lower level ... AND then told we should be happy to be near the game at all. All while not given enough boxes to see over the fence.
The unequal ground we are forced to stand on is the aspect of the picture we need to change. Understanding that those boxes are necessary because of the sloping ground is key to undoing white supremacy. With this new picture, let us decolonize the rules of where we stand and why.

That is equity.

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This 'Equity' picture is actually White Supremacy at work

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In a picture-is-worth-1,000-words kind of way, this image simplifies the profound difference between equality and equity. From this picture people have actually begun to understand that treating...

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Didn't Cyndy Taymore use this image at the beginning of the year once? I think she added the fence being taken down picture. I googled the image and found this article about the evolution of the image. I liked the article by Justin Christensen about a frame work for teaching in 45's era. It is important to break down barriers.

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Last week, an online friend of mine sent me a private message via Google+:

The Facebook post my friend sent me showing how far my original graphic had been adapted.

My jaw hit the keyboard...that was my image, but it also wasn't my image. It was the concept behind my image, but completely redrawn (and by someone with actual artistic talent!). I was stunned...and delighted.

How did this happen? Back in 2012, shortly after the US elections, I had crafted up a graphic to illustrate my point in an argument I was having with a conservative activist. I was trying to clarify why, to me, "equal opportunity" alone wasn't a satisfactory goal and that we should somehow take into consideration equality of outcomes. I thought the easiest example of this concept is kids of different heights trying to see over a fence. So, I grabbed a public photo of Cincinnati's Great American Ball Park*, a stock photo of a crate, clip art of a fence, and then spent a half-hour or so in Powerpoint concocting an image that I then posted on Google+.

My original post (below) racked up around 3,000 +1s and over 1,000 shares, which was just amazing to me, especially given that Google+ was barely 18 months old and still fairly small as social sites go.

My original image - December 19, 2012 - https://plus.google.com/+CraigFroehle/posts/AdKcNKesXwa

I felt pretty satisfied, but I didn't consider what was happening to all those G+ reshares. Nor did I think about what might have been happening beyond G+.

The only hint I had early on that this might have a fairly broad audience was that Jonathan Haidt, a Professor of Ethical Leadership at NYU's Stern School of Business, contacted me a couple weeks after I posted the image to ask my permission to use it in his presentations and articles. Of course, as a fellow academic, I agreed. Here's an example of Dr. Haidt discussing the original image in a talk he gave at Duke University in March, 2013.

But, unbeknownst to me, as the Internet is so wonderfully amazing at doing, my original graphic was being adapted, modified, and repurposed in a mind-blowing variety of ways, and then shared and redistributed all over the place.

So, today, I decided to go back and use the magic of Google to see if I could track down some of its many variations and post them here quasi-chronologically. Note that this article documents just a tiny fraction of the thousands of instances where this image and its variations can be found across the Internet, and I can't be sure that any of the links below are the original places these images were first posted. If I missed any instances worth mentioning, please let me know.
ADAPTATIONS
There are literally hundreds (perhaps thousands) of different adaptations, most with wording changes, but some that actually manipulated the original image as well to convey a slightly different idea.

This early revision, posted within four months of mine, replaced my original words to differentiate equality from justice.

This equality/justice version became fairly widespread and was apparently used in at least one presentation:

More equality versus justice, this time on the Huffington Post in mid-2014...

In contrast, Joe Bower got straight to the point differentiating equality from fairness in this mid-2013 adaptation that also stripped off all my original wording.

Another version (crazily enough, this appears to be a photo of a poster??) also saw this issue as one of equality versus fairness.

Verbiage contrasting equality versus equity seems like the most popular version of my graphic, as this early example shows. Note that someone added some kind of white watermark or logo of their own in the middle of my original image. :-[

Later in 2013, Shafin Verani integrated my images into a Slideshare presentation entitled "Matters Related to Gender in the Quran."

In late 2014, it was adapted again and posted on https://outfront.org/strategicplan in this form, with the footnote as shown:

Note: This image was adapted from the original graphic: http://indianfunnypicture.com/img/2013/01/Equality-Doesnt-Means-Justice-Facebook-Pics.jpg

That footnote suggests that the first wording changes happened in January 2013, pretty soon after I posted the original.

In a 2015 DailyKos story, it attributed my image as follows: "Equity image credit: Please note, this image was adapted from an image adapted by the City of Portland, Oregon, Office of Equity and Human Rights from the original graphic: http://indianfunnypicture.com" Well, no, not exactly. ;-p

A version (and then versions) with extensive wording clearly spelling out what people thought the lesson should be began appearing, often with minor tweaks to phrasing to reflect the adapter's particular take on the matter, such as this one that was fairly widely shared:

One teacher even felt compelled to print out that version for her classroom:

My original image was even dissected (maybe using MS-Paint?) and integrated into a video poem about equality and equity.

In another example of tweaking the original image, leave it to the Aussies to replace my baseball background scene with a cricket match (and to also get some girls involved):

And some people disagreed with having to look over a fence in the first place:
REINTERPRETATIONS
Not satisfied with manipulating my images and words, many have gone on to create their own versions out of whole cloth. Here are some examples.

In June of 2014, blogger (and artist!) Mary at "Off She Goes" adapted the concept into a multi-part lesson on the differences between equality and equity using girls standing at a fence (not looking at anything in particular). The below image (adapted from Mary's original post) was reblogged at http://www.jtolds.com/writing/2015/11/equity-vs-equality/ in late 2015.

My only complaint about this otherwise charming rendition is that the equity side has more boxes than the equality side, making it inherently more resource-intensive. That doesn't seem like a fair criticism of equity, which is why I made sure to simply reallocate the boxes in my original rather than introducing more.

This version with apple trees first (as far as I can tell) appeared in a 2014 Saskatoon Health Region report to illustrate how equity/fairness can be useful in ensuring health and wellness for everyone. And yes, again, there are now more boxes on the equity side. [sigh]

That same image was then reused on several other sites, such as this article on equality and equity using fantasy football (??) as a metaphor.

And here's just a blatant example of re-use without attribution. Good going, United Way! /s

Sometime in 2014, the Annie E. Casey Foundation published its " Race Equity and Inclusion Action Guide," which included a variation on the original graphic. The Annie E. Casey Foundation describes itself as "a private philanthropy that creates brighter futures for the nation's children by developing solutions to strengthen families, building paths to economic opportunity and transforming struggling communities into safer and healthier places to live, work and grow." If I was able to help them advance their mission even a tiny amount, I'm overjoyed.

Actually, I was led to that Annie E. Casey Foundation publication by way of this late-2015 post that reused their adaptation of my image. I was touched by this comment they included: "This little graphic has helped us to think about equity vs equality. "

This next one appears to be the product of someone in the Portland, Oregon Office of Equity and Human Rights, because Google only knows of one instance of it on the Web. Nicely done, whoever you are.

In yet another reimagining, one blog used the equality/equity difference as a way of differentiating egalitarianism from feminism. It's amazing how many ways there are to reinterpret this core concept, and apparently there are nearly as many labels for it.

And on that same theme of feminism is this (perhaps not-so-serious) extension. Sucks to be that poor red-haired kid now. :-(

The Association of American Colleges and Universities used still another variation in a slideshow titled "Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Equity Divides":

The Metropolitan Council for the Minneapolis-St. Paul region used the following variation (apples again!) in its late-2015 website update about the role of equity in long-term urban planning.

Even UNICEF (the United Nations International Children's Emergency Fund) in Australia came up with yet another adaptation, this time with two kids hoping to see a sunrise (or maybe a sunset). Once again, though, additional boxes magically appear.

The La Crosse Tribune (La Cross, Wisconsin) posted this version on December 31, 2015, apparently drawn by Mike Tighe, the paper's in-house artist. I find the description a bit shocking: "This graphic and variations of it commonly are used by health educators..." Commonly?!? Holy cow...this image was only about 3 years old at this point. In this version, the stepstools magically reproduce:

An Oregon literacy program recently used an adapted version of my graphic, but cleverly employed two kids reaching for books as the context.

Earlier this year, the Interaction Institute for Social Change hired an artist to redraw my original image as a comic, with the stunning results below:

Thanks to Tonya Love (@tdlove5) for pointing me towards the source of that fantastic reimagining.

And, of course, the Internet only needs a millisecond or two to come up with an even newer take:

Indeed. Or this one:

Hmm.

I'm not exactly sure this next one is consistent with any of the previous messages, given that all kids really should be getting great teaching and individual support. Hmm...

And the most recent new interpretation I found was this really nicely drawn version. I just hope those kids don't get in trouble for stealing extra books to stand on.
CRITIQUES
But, as with anything, it was not universally appreciated. There were more than a few critiques and condemnations of my original image as well as of some of the variations that appeared. For example...

Curiously, there was no shortage of complaints that the kids were just freeloaders and should buy a ticket to be inside the stadium if they want to watch the game. Which, I think, entirely misses the point.
CONCLUSIONS
I am giddy at the thought that this little graphic I cooked up has helped so many people think about this issue and spawned so many conversations in just the past few years. Personally, I'm not at all upset that it's been modified and extended and redone in so many ways (well, except for putting your own watermark on someone else's work...that's just kind of douchey) - in fact, I'm delighted because that just makes it that much more useful to people. The Internet's ability to take a meme and quickly run it through a massively parallel evolutionary process is both fascinating and awe-inspiring. We all benefit from the free and open exchange of ideas, and I'm just glad this image has been part of that exchange.

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Updates since this article was first published:

May 13, 2016: Some friends notified me of the following extension posted on Twitter (and on Google+) by different people, and it uses the original two frames to motivate a third option and conclusion. Clever! Original source unknown.

May 23, 2016: Continuing along that same thread is this graphic, which I found posted on Twitter last month. I'm not sure if the Center for Story-Based Strategy created this extended version of Angus Maguire's original art or merely co-opted it from somewhere else.

May 26, 2016: Well, this story just keeps evolving (amazing!). Angus Maguire, the artist mentioned above, reached out via Twitter to update me on his collaboration with this meme and the IISC. He said this:

@CRA1G Thanks of much for your work here, on the original and on this history! I wanted to add a few notes to your comprehensive review... The @smartMeme (Center for Story-based Strategy) version you added in the update was a collab with me and @IISCBlog... and because of all the in-the-wild remixes we were finding, we also created two other evolutions, at http://www.the4thbox.com [which] has two versions: digital kit with layers for remixing, and a paper-based cut out activity for workshops... you might add #the4thbox to your history, if you have a chance! Thanks again. It's great to connect with you!

May 4, 2016 - Angus and IISC's extended remix of the equality/equity meme at https://twitter.com/IISCBlog/status/727891199957315585 or http://interactioninstitute.org/the4thbox-cutout/

Since this meme seems to show no signs of fading away in the near future, I'll post more updates here as I hear about them.

June 1, 2016: I just stumbled across this variant, apparently posted sometime in 2014 on a Slovakian website. Nice artwork, although the lack of hands and pointy stump-arms have me weirded out a teensy bit. Also, did the blue box on the left suddenly become pink, or did they get rid of the blue one and fetched a second pink one so the kid with the backpack doesn't have to stand on mismatched boxes?

Also, I found this rather funny comic strip by Kent Bulmer offering commentary on the concept of my original meme. He also has some discussion about it, including wondering about the meme's origin; check it out on the comic's webpage.

Finally (today), I found this minimalist variant. It was posted on LinkedIn by Bernard Tyson, Chairman and CEO of Kaiser Permanente, one of the US's largest healthcare organizations. In discussing the need for better healthcare options for all Americans, he explains the graphic this way:

Let me explain. Imagine you're standing behind a tall fence outside a ballpark. You're with some friends of varied height and you all want to watch the game. You see some milk crates nearby, all the same size, and the group decides to stand on the crates. But the shortest person still can't see over the fence to watch the game. So all three friends received equal lift, but the outcome was that only two people got to see the game. This example explains the importance of focusing on equity as part of equality.

June 25, 2016: Someone sent me a link to a blog post showing probably the most minimalist take on my graphic yet (the post also includes some discussion worth reading if this general topic interests you):

And then there's this extension, about which I'm not quite sure what to think:

And this original image, which (oddly) doesn't include contrasting ideas:

And another original (minimalist) reinterpretation...

And here's another new version, which appeared on an architecture blog. I never thought about how architecture might relate to equality and equity, but it totally makes sense that it would...and should.

Voices for Utah Children, a youth advocacy non-profit, used this rendition on its website. You could also interpret this to mean that we shouldn't put up fences blocking the view of amazing natural vistas in the first place.

An education advocacy group used this version, which somewhat misses the point of the original. Why does the little girl on the right need to be higher? She can already reach the chalkboard in the top panel. Does being on two stools instead of just one magically make her able to do addition??

And here's a critique of not just my original image, but of all variants. I'll quote the choice part:

The problem with the picture is in its implicit bias that many do not see. If we believe, fundamentally, that all people regardless of race, class or creed are comparably able, there should be little difference between the individuals in this picture. What should be drawn as dissimilar are not the individuals but rather the bottom boxes they are standing on in the first frame.

While I fully appreciate the intended purpose of the image, its point regrettably rests upon a deeply ingrained belief of the inherent inequality of people. And, despite the sincere explicit intention for increasing understanding, empathy, and justice for redressing social inequities, the picture's sentiment implicitly reinforces the idea that minorities (or those otherwise unprivileged) have inferior abilities.

I can see her point, but I disagree with it for two reasons. First, and most obviously, people do actually differ on their abilities. Short people and people who have chronic lung disease will have a much, much harder time playing professional basketball than tall, healthy people. People with below-average intelligence or just a high-school education, while still able to pursue a great many careers, may never be able to get a job as a physics professor. People who are less creative may just not be able to compete for a job in one of the many careers that rely extensively on creativity. We all have strengths and weaknesses - that's part of what makes each of us unique. To pretend that we're all equally capable of doing everything equally successfully is not only untrue, it's unhelpful.

Second, the kids' height differences were not intended to represent differences only in their innate characteristics. They were meant to symbolize any kind of advantage/disadvantage/difference, whether temporary (e.g., being between jobs or injured) or long-term (e.g., age, height, education level) or permanent (race, gender identity, etc.). But, frankly, most of those differences are much more challenging to represent pictorially than kids of different heights. Just realize that this one difference is meant to represent any kind of difference, be it personal or situational. I hope that clarifies my intent.

And finally (for today), the Connecticut Fair Housing Center used an original variation on my theme for its fair housing poster contest (click the link below the image for more info; sadly, the deadline has already passed).

July 6, 2016: The meme has crossed the oceans! A friend (thanks, Bryan!) notified me of this variation in German. If anyone can translate the essence of this into English, I'd be grateful.

Update on the German version! Vaughn wrote in with this translation:
Often, what one believes to be right is not what is really right. Left: equality (could also be translated equal rights) Right: justice
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An eagle-eyed baseball fan clued me in to the fact that the baseball image I ended up using wasn't actually from Great American Ballpark, despite my search terms. It's of Angels Stadium in Anaheim.

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If you wish to cite this story, feel free to use this citation:
Froehle, CM. The evolution of an accidental meme. Medium.com, 2016. Accessed at https://medium.com/@CRA1G/the-evolution-of-an-accidental-meme-ddc4e139e0e4 on [date]

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My jaw hit the keyboard...that was my image, but it also wasn't my image. It was the concept behind my image, but completely redrawn (and by someone with actual artistic talent!). I was stunned...and...

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Having seen this picture before, and the most recent being during the METCO meeting two years ago, the most equitable situation would be one in where the wall is removed entirely.

In this illustration, the people go from getting what is all equal (the same) to getting what they need. The work we are challenged with now is getting everyone what they need, though I still believe tearing down the wall is the best bet! My shift in knowledge and thinking and identifying unconscious biases may be easier than that of a Southern US person raised in an environment with everyday outward acts and words of racism.

My hope is to find the greatest strength to engage in these conversations with my students. I want to follow what is said by Mica Pollock in the essay "Standing Up Against Hate." I want to know that I have the support of my colleagues and administration when discussing these issues in school and defending my actions to parents. If we wait until someone thinks kids are old enough to handle and process these conversations, it will be too late.

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I think the two pictures provide a good way to understand the difference between these two ideas. But the idea of equity is much more easily understood when it's transparent. Height is easily identified and able to be measured or evaluated. Equity is extremely difficult to attain when we are unable to determine what factors influence our students or perhaps even unknowing that we need to understand this. I think that this was a major point in the first section of the book. We have to be better at recognizing and eliminating privilege and racism. We have to keep kids safe and encourage kids to think of other perspectives. We have to value each student and allow them to create and model the behavior we desire. Finally, in this section, it puts forth the idea that to make real change, we must not only change ourselves but change others. This idea stuck with me the most. It's great what I take away from this book, but if I don't apply it to my classroom, it's not enough.

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I think this picture representation of equality vs. equity is pretty powerful and connects back to our reading in important ways. The power of educators in providing and insisting on equity for students is highlighted throughout the first section in the book while also recognizing that the true change will be in eliminating the fence entirely. That being said, while we are still working in a system that may create these walls in the first place and it is imperative that we work to dismantle that oppression and those barriers, we also still do have powerful agency as teachers in the system itself. The quote from Ayers' essay stood out to me here "I may be an agent of the system or of the state for several hours a day, but I'm a free agent the rest of the time, and I squeeze every drop of life and light out of each moment of freedom - that's where I'm the teacher I truly want to be" (4).

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Looking at this image in light of the reading, I think what struck me is that discussing the height differences and different box necessities has been made political, when it is just face. Providing equity, or eliminating the barrier altogether are much more difficult if we are in a system that insists that discussing them or acknowledging their existence at all is "political" and therefore "doesn't belong in a classroom."

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Looking at the picture, it reminds me a lot of how I approach working with the students on my caseload. The picture for equality reminds me of a "one size fits all method" which as we all know does not work. While the picture of equity, shows that students get what they need to be successful. However, I do not feel that this same picture can truly represent racial equity. The path to racial equity is different for everyone with many things to be done/changed. I feel like the boxes do not represent the change that must happen enough.

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I have seen this picture before many times and thought, "Oh, now I get it." It seems so simple. People should get what they need to make their opportunities equitable. Then I think about transferring it to my teaching and it is no longer that simple. I wish I could just move boxes to give everyone the same opportunities. Understanding and learning what our students/peers need in order to give us all "equity" is a more difficult that I could have imagined. I feel very inept when it comes to talking about racial equity.

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To me, this photo represents fairness- giving each person the appropriate and just supports (different size boxes) to access
viewing the game. Equality (same size boxes) is not equitable.

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I've seen the picture before as many have mentioned as a visual representation that "fair" does not always mean "the same." What's fair is that everyone gets what they need to be successful. I just saw someone explain the fact that the larger issue is the fact that a fence was built at all- a fence to keep certain people out. If the fence is taken down, people may still be stuck in their ways, think it was better with a fence, wonder why everything needs to change, etc. However, if the fence was never put up in the first place, people would have never felt displaced and the boxes as a way of being equitable become unnecessary.
I also agree with others that boxes seem to oversimplify the solution and we know that as teachers, there is so much that goes into every plan when it comes to equity in education.

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After reading this week, the first thing that comes to mind with this image is that on the left, these three people get equal supports but not equal access; on the right, they get different supports that make the view equitable amongst the three of them, but still none of them have the same access that the other fans in the stadium do.  For it to be racial equity, I would think the three people (and all others who wish to attend) would be on the other side of the fence viewing with everyone else.  The fence needs to be taken down altogether.  I know - much easier said than done.

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After reading this week, the first thing that comes to mind with this image is that on the left, these three people get equal supports but not equal access; on the right, they get different supports that make the view equitable amongst the three of them, but still none of them have the same access that the other fans in the stadium do.  For it to be racial equity, I would think the three people (and all others who wish to attend) would be on the other side of the fence viewing with everyone else.  The fence needs to be taken down altogether.  I know - much easier said than done.

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I, like many others, have seen this picture many times. I feel that is a good visual representation of equality vs. equity. After reading others' reflections on this Padlet, I am beginning to think about the larger picture. I wonder why the artist chose a playing field. Is this meant to represent the society we live in? Going off of one of Jess's comments on someone else's post, why are the people outside the field? Do they need to do something to be let in? I have lots of thoughts about this picture and feel like I will continue to reference this illustration throughout the book study!

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The picture for equality represents the false notion that if everyone receives the same thing, all will benefit.

The picture on the right for equity shows all three people receiving the same view and having what they need in order to see the field the same way their peers are. However, standing on crates may not be as comfortable for two of them.

I agree with my colleagues’ posts in that if the fence wasn’t there to begin with, there wouldn’t have been a problem in the first place. There wouldn’t be a need for supports because inequity was thought of and the barrier to their view wouldn’t exist.

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I've seen this image multiple times but I'm not sure how I feel about it now.  I think it's great for it's simplicity but equity is more complex than that.  I have a hard time telling students that all of our needs are different and we work to make sure that everyone gets what they need to learn and grow.  As a district, we've grown tremendously with our UDL practices and I think that helps with some "academic equity".  After reading however, I am concerned with how far we have come as a society and how it seems that some things have not changed at all when considering racial equity.  This is something that will take awhile to achieve but it's important that our schools are the ones to practice it and teach others. It will only spread if it originates from somewhere else first.

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Providing everyone with the same support is not necessarily meeting their needs. Consideration needs to be given on what the need is, and then providing the necessary tools to increase the potential for sucess.

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I think in terms of Matthew Kay's Not Light, But Fire, this drawing illustrates the difference between 'talking about racial equity' and doing something about it. Too often, according to Kay (and Frederick Douglas from whom the title of the book comes) we Americans talk about equality in ways that serve little purpose in actually advancing the progress of people of color. The idea of finding constructive ways to overcome institutional racism seems to be the overall message of this comic. I do wonder if Mr. Kay wouldn't express a bit of frustration about how this comic portrays that as a process - he strikes me as a thinker as someone unimpressed with simple solutions to complex problems.

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First off, I love this picture. I have used it many times before in a lesson with my students. I think it really highlights the difference between fair and equal. I think it is easy to assume, especially in a classroom, that everyone should get the "same things." In reality, it is not that everyone should get the same, but that everyone should get what they need. Students, parents, and even teachers can have a hard time seeing the difference. I like that this picture puts the saying into a visual. It allows a deeper meaning when thinking of the difference between the two.
After reading and thinking, I am seeing new things I have not thought of before. For example, the difference between the crowd IN the park and the 3 people behind the fence. There is a huge difference there. Not only are the people in the park sitting and enjoying the game, to some degree it must mean they have a financial difference. The people in the park can afford to buy a ticket while the people out the outside are doing just that - watching from the outside.
-Caitlin Briere

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We as educators need to understand the real need of meeting different students where they are at and providing them with what each of them needs. It is not about giving everyone the same thing, that does no good. The key is to meet students where they are and identify what each level of need is so that we can provide what is needed.

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I think this image is a great conversation starter in equality vs. equity but as you delve into this topic you will realized how oversimplified the graphic is. Does the fence look the same to everyone? What about the game? do they need boxes? could it be an alternative? where did the boxes come from? these metaphorical questions all have complex real life answers or ideas and I believe that is the work that we are doing.