BIG EQUALITY

What is ‘Big Equality’? 

‘Big Equality’ is a concept that strives for fairness and inclusion for all individuals, regardless of background, identity, or belief, based on respect and compassion . While some argue that equity—providing tailored support to different groups to achieve fairer outcomes—is more important than equality, others contend that such approaches can create new forms of inequality. Bruce Pardy, a Canadian law professor, suggests that granting advantages to certain groups, such as women and Indigenous peoples, may result in discrimination against others, such as white men.

The debate highlights a fundamental challenge: true equality is difficult to achieve in practice. One person’s equality can sometimes be perceived as another’s inequality. This complexity is evident in legal cases such as Ashers Bakery v Lee (2018, UKSC 49), where competing rights and freedoms were at the heart of the dispute. Recognising these tensions, ‘Big Equality’ emerges as an aspirational framework that prioritises respect, kindness, and inclusion, even when perfect equality remains elusive. This concept is rooted in empirical research involving over 400 Year 10 pupils in England.

The Development of ‘Big Equality’

The concept of ‘Big Equality’ arose from research into the evolving landscape of Relationships, Sex, and Health Education (RSHE). The study was driven by a recognition that many teachers and practitioners lacked an understanding of how to make RSHE inclusive of and sensitive to pupils from religious backgrounds. Additionally, some parents and caregivers, particularly from faith communities, expressed distrust or misunderstanding about RSHE content and the intentions of those delivering it, leading to parents withdrawing their children from lessons.

Many, participants in the study, including some of the most religious students, believed that if the subject was to respect religious beliefs, it should also acknowledge the needs of those from diverse backgrounds including LGBTQ+ students. This recognition expanded the discussion to include all protected characteristics under the Equality Act 2010, ensuring that RSHE supports a broad spectrum of identities, backgrounds and experiences.

However, equality in RSHE—and in education more broadly—should not and cannot be confined to legal definitions. While the Equality Act 2010 identifies key protected characteristics such as age, gender, race, disability, religion or belief, sexual orientation, and gender reassignment, there are other groups that also need to be respected and treated with sensitivity. A small example of these are: Children from low socio-economic backgrounds; looked-after children; and young carers. These and many other groups also face unique challenges that impact their education and well-being.

Government guidance (Office for Health Improvement & Disparities, 2022) acknowledges factors such as poverty, inadequate housing, and social isolation as contributors to health inequalities. These same factors also affect educational outcomes. Schools must recognise and respond to these realities, ensuring that all pupils feel valued, visible and included.

The Role of RSHE in Promoting Equality

RSHE has the potential to foster inclusion, respect, and mutual understanding including consent. When taught effectively, it promotes:

  • Respect for diversity – ensuring all pupils, regardless of their background, feel seen and valued.

  • Critical thinking – empowering students to protect themselves against manipulation, extortion, radicalisation and to navigate complex social issues with nuance and empathy.

  • Safeguarding and well-being – equipping young people with the knowledge and understanding to make informed, safer choices.

  • A culture of belonging – where no student feels marginalised due to their identity, experience, needs backgrounds or beliefs.

Challenges in Achieving ‘Big Equality’

As Sharon Todd (2010) notes, “Learning to live better together requires facing the very difficulties embedded in that living, where not everyone’s voice sings to the same tune.”

Tensions surrounding equality, diversity and inclusion are evident in current societal debates. Examples include:

  • Parental protests against LGBTQ+ content in primary RSHE, such as those in Birmingham in 2019.

  • Acts of discrimination and violence, including attacks on asylum seeker hostels and public transport.

  • Freedom of speech disputes, including the deplatforming of academics due to their views on gender and sex-based rights.

  • Social media polarisation, where individuals are frequently labelled as homophobic, transphobic, Islamophobic, or misogynistic, sometimes with just cause, but not always.

In my research, students from both highly religious and secular backgrounds expressed concerns about these issues. 

Those from faith backgrounds also reported:

  • Struggling at times to reconcile societal values with their religious beliefs.

  • Feeling disregarded or misrepresented in school discussions.

  • Desiring mutual respect—not only for their own beliefs, but also other marginalised groups including LGBTQ+ individuals.

Towards ‘Big Equality’

The pursuit of absolute equality is tricky, fraught with pitfalls and may be unattainable, but ‘Big Equality’ provides a meaningful alternative. It encourages:

  • A shift in mindset, recognising that equality is not just about legal rights, but empowering people and building better futures for everyone, especially the most vulnerable.

  • A commitment to kindness and respect, even in the face of disagreement.

  • Recognition of diverse experiences, ensuring that every individual (regardless of identity, background or beliefs) is valued.

  • A culture where everyone feels seen, heard, valued and included in their schools and communities.

True equality may be a challenging, perhaps even an unattainable destination to reach, but by embarking on the journey with a foundation of respect and kindness, we can achieve a more accommodating and compassionate vision—one of 'Big Equality.’

References

• Todd, S. (2010). Living in a Dissonant World: Toward an Agonistic Cosmopolitics for Education. Studies in Philosophy and Education, 29, 213–228.