"has the surface aspects of a meritocracy but merit in this case is predetermined by conditions that are closely tied to class and race" (Kozol, p. 60, 1991). By cheating students who are not lucky enough to receive what they need to excel, the gatekeeper perpetuates inequalities in society by continually widening the gap between those with privilege and those with less privilege, according to race and class. In other words, the gatekeeper works in direct opposition to the great equalizer as a vigorous force that maintains and exacerbates injustice in society.Three ideological socio-economic forces provide a starting point to discuss the practices that support the implementation of education as the gatekeeper or as the great equalizer: notions of who can learn, who deserves resources, and Whiteness and its consequences. These forces encompass three key sentiments that shape the way we educate children in this country.The concept of who can learn informs the ideology of education as the great equalizer in a fundamental way. As a sign in the hallway of one school expresses: "All children are capable of learning" (Kozol, p. 85, 1991). To foster this faith in children, some school districts have been able to employ equitable practices where "equity is viewed as equal access to an appropriate education" (B&S, p. 257, 1996). Appropriate, in this case, is understood as being different for everyone and opposes the idea of a "one size fits all" education system that is not effective for all, and hence, not equitable. In other words, schools respond positively and skillfully to the varying needs that children bring to classrooms. In practice, supplying resources equitably, in terms of giving each student what they most need to learn, translates into different practices (B&S, p. 266, 1996). In contradiction to this, in an attempt to equalize education, state policies regulate curriculum along the lines of graduation requirements, proficie...
