1st Edition

The Routledge International Handbook of Equity and Inclusion in Education

Edited By Paul Downes, Guofang Li, Lore Van Praag, Stephen Lamb Copyright 2024
    586 Pages 23 B/W Illustrations
    by Routledge

    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


    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.