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.
This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum.
The handbook is organised into the following key parts:
Theoretical Frameworks Funding Models and Structures for Equity and Inclusive Systems Exclusion and Discrimination Bridging Health and Education Agency and Empowerment Outreach and Engagement
The Routledge International Handbook of Equity and Inclusion in Education will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.
Edited by:
Paul Downes (Dublin City University Ireland),
Guofang Li (University of British Columbia,
Canada),
Lore Van Praag (University of Antwerp,
Belgium),
Stephen Lamb
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 246mm,
Width: 174mm,
Weight: 1.242kg
ISBN: 9781032253893
ISBN 10: 1032253894
Series: Routledge International Handbooks of Education
Pages: 562
Publication Date: 13 May 2024
Audience:
College/higher education
,
Professional and scholarly
,
Primary
,
Undergraduate
Format: Hardback
Publisher's Status: Active
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
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.
