The Routledge International Handbook of Equity and Inclusion in Education

Herausgeber: Li, Guofang; Lamb, Stephen; Downes, Paul; Praag, Lore van

• Gebundenes Buch

Produktbeschreibung

Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions.

Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 562
• Erscheinungstermin: 13. Mai 2024
• Abmessung: 246mm x 174mm
• ISBN-13: 9781032253893
• ISBN-10: 1032253894
• Artikelnr.: 70148279

Autorenporträt

Paul Downes is a Professor of Psychology of Education, and the Director of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland. Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education and Co-Director of Language Sciences Research Excellence Institute, University of British Columbia, Canada. Lore Van Praag is an Assistant Professor at the Erasmus University of Rotterdam, the Netherlands. Stephen Lamb is an Emeritus Professor at the Centre for International Research on Education Systems (CIRES), Victoria University, Australia.

Inhaltsangabe

1. Editors' Introduction: Multi-layered Equitable Inclusive Systems: The
Emergence and Expansion of a Global Framework to Eliminate Socioeconomic
and Sociocultural Exclusion in Education
SECTION I: Theoretical Frameworks
2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization
(EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward
3. Uncovering the Axis of Tension between Diametric Oppositional Space of
Othering and Connective Concentric Space of Inclusion: Moving beyond
Western Ethnocentric Space
4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies
of Control, Surveillance, and Displacement in Schools and Beyond
5. When Inclusion Means Exclusion and The Terms of Belonging are
Obfuscated: What's the Role of Race?
6. Dynamics of inequalities in higher education: A multidimensional and
comparative social justice perspective
SECTION II: Funding Models and Structures for Equity and Inclusive Systems
7. The effectiveness of equity funding of schools: a comparative analysis
of Flanders, The Netherlands, France, Ireland and England
8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved
Schooling
9. The costs of failing to be inclusive: An analysis based on education in
Australia
10. Inclusive educational systems around the globe: Evidence from
international comparative large-scale student assessments
11. Funding and equity in education: The role of system structures
12. Equity and inclusivity in school funding: case study of an Australian
State
SECTION III: Exclusion and Discrimination
13. School as the Agency of Social Reproduction: A Case of Medium of
Instruction Policymaking for Quasi-privatization in Nepal
14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An
Interdisciplinary Rights-Based Analysis
15. Understanding gender gaps in education: The role of stereotypes and the
intersection with social class
16. The monolingual habitus of the multilingual school as a barrier to
educational equity
17. Reality and Challenge in Ensuring Educational Rights for Children with
Disabilities in Ethnic Minority Areas of China
18. Caste Discrimination in Education: A study of the Dalit Minority in
Odisha, India
SECTION IV: Bridging Health, Wellbeing and Education
19. Hunger in the UK Classroom
20. Students' Voices: A participatory approach to Social and Emotional
Education
21. Guaranteeing Inclusive Education under International Human Rights Law:
A Proposal for the Use of Structural Indicators Addressing Issues of
Equality, Non-discrimination and Wellbeing
22. School-Based Community Work Through a University-Community Partnership
Using a Participatory Approach: The SOYAÇ Model
23. Promoting equity through Comprehensive Community Initiatives in England
SECTION V: Agency and Empowerment
24. Promoting Educational Equity for Migrant Children in China
25. Indigenous Principles Guiding Inclusive Structures and Practices in
Teacher Preparation: Aboriginal Teacher Education Program in Alberta,
Canada
26. Walking Alongside: A Relational Conceptualization of Indigenous Parent
Knowledge
27. Australian school students, teachers and AIME's understanding of
respect: 'talking about the same thing but not speaking the same Language'
28. Improving the Literacy Outcomes of Socioeconomically Excluded Students:
How Research Can Inform Policy
SECTION VI: Outreach and Engagement
29. Priming the mesosystem: Fostering home-school connections in different
contexts and from differing perspectives
30. Grassroots Roma women and their role in promoting equity in education
for all Roma
31. Exploring Immigrant Women's Learning Experience in Multicultural
Societies: A Summative Content Analysis
32. Optimizing Educational Models and Services for K-12 Newcomer Youths and
their Families:A Qualitative Investigation within a Localized Context
33. Editors' Conclusion: Key Emerging Conceptual Movements to Underpin the
Multilayered Framework of Equitable Inclusive Systems in Education