1st Edition
The Routledge International Handbook of Equity and Inclusion in Education
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.
1. Editors’ Introduction: Multi-layered Equitable Inclusive Systems: The Emergence and Expansion of a Global Framework to Eliminate Socioeconomic and Sociocultural Exclusion in Education
Paul Downes, Guofang Li, Lore Van Praag and Stephen Lamb
SECTION I: Theoretical Frameworks
2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization (EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward
Guofang Li and Lilach Marom
3. Uncovering the Axis of Tension between Diametric Oppositional Space of Othering and Connective Concentric Space of Inclusion: Moving beyond Western Ethnocentric Space
Paul Downes
4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies of Control, Surveillance, and Displacement in Schools and Beyond
Ankhi G. Thakurta, Claire Wan and Gerald Campano
5. When Inclusion Means Exclusion and The Terms of Belonging are Obfuscated: What’s the Role of Race?
Mariana Souto-Manning
6. Dynamics of inequalities in higher education: A multidimensional and comparative social justice perspective
Pepka Boyadjieva and Petya Ilieva-Trichkova
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
Ides Nicaise, Lief Vandevoort and Sukriti Verelst
8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved Schooling
Paul Reville
9. The costs of failing to be inclusive: An analysis based on education in Australia
Stephen Lamb and Shuyan Huo
10. Inclusive educational systems around the globe: Evidence from international comparative large-scale student assessments
Eva Klemenčič Mirazchiyski, Simona Bezjak and Plamen Vladkov Mirazchiyski
11. Funding and equity in education: The role of system structures
Eemer Eivers
12. Equity and inclusivity in school funding: case study of an Australian State
Andrew Wade
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
Pramod K. Sah and Guofang Li
14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An Interdisciplinary Rights-Based Analysis
Laima Vaige and Paul Downes
15. Understanding gender gaps in education: The role of stereotypes and the intersection with social class
Mieke Van Houtte
16. The monolingual habitus of the multilingual school as a barrier to educational equity
Ingrid Piller, Hanna Torsh, Agnes Bodis and Ana Sofia Bruzon
17. Reality and Challenge in Ensuring Educational Rights for Children with Disabilities in Ethnic Minority Areas of China
Xu Su Qiong, Luo Shi Min and Leng Yu
18. Caste Discrimination in Education: A study of the Dalit Minority in Odisha, India
Subhadarshee Nayak
SECTION IV: Bridging Health, Wellbeing and Education
19. Hunger in the UK Classroom
Margaret A. Defeyter, Donald A.P. Bundy, Myles Bremner and Abigail Page
20. Students’ Voices: A participatory approach to Social and Emotional Education
Carmel Cefai
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
Anthony Cullen and Paul Downes
22. School-Based Community Work Through a University-Community Partnership Using a Participatory Approach: The SOYAÇ Model
Ozden Bademci
23. Promoting equity through Comprehensive Community Initiatives in England
Kirstin Kerr, Karen Laing and Liz Todd
SECTION V: Agency and Empowerment
24. Promoting Educational Equity for Migrant Children in China
Min Yu
25. Indigenous Principles Guiding Inclusive Structures and Practices in Teacher Preparation: Aboriginal Teacher Education Program in Alberta, Canada
Evelyn Steinhauer, Patricia Steinhauer and Shelley Stagg Peterson
26. Walking Alongside: A Relational Conceptualization of Indigenous Parent Knowledge
Linda Young, Vernon J. Linklater and Debbie Pushor
27. Australian school students, teachers and AIME’s understanding of respect: ‘talking about the same thing but not speaking the same Language’
Anthony McKnight, Samantha McMahon and Valerie Harwood
28. Improving the Literacy Outcomes of Socioeconomically Excluded Students: How Research Can Inform Policy
Eithne Kennedy and Gerry Shiel
SECTION VI: Outreach and Engagement
29. Priming the mesosystem: Fostering home-school connections in different contexts and from differing perspectives
Jim Anderson, Assadullah Sadiq and Ann Anderson
30. Grassroots Roma women and their role in promoting equity in education for all Roma
Emilia Aiello, Andrea Khalfaou and Teresa Sordé
31. Exploring Immigrant Women’s Learning Experience in Multicultural Societies: A Summative Content Analysis
Yidan Zhu and Jingzhou Liu
32. Optimizing Educational Models and Services for K-12 Newcomer Youths and their Families:A Qualitative Investigation within a Localized Context
Rahat Zaidi, Oscar Vergara and Anusha Kassan
33. Editors’ Conclusion: Key Emerging Conceptual Movements to Underpin the Multilayered Framework of Equitable Inclusive Systems in Education
Paul Downes, Guofang Li, Lore Van Praag and Stephen Lamb
Biography
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.
