Bücher der Reihe Routledge Research in Educational Equality and Diversity

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.

Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities.Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular.This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire-and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don't work, have unin

This timely book tackles underlying issues which see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement.

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.

International Perspectives on Inclusion within Society and Education explores how the theme of inclusion in education and society plays out across different nations and cultures.

This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age.The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland's Higher Education Authority's Programme for Access to Higher Education (PATH): Strand 1-Equity of Access to Initial Teacher Education.The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.

Foregrounding diverse lived experiences and non-dominant forms of knowledge, this edited volume showcases ways in which narrating and sharing stories of pain and suffering can be engaged as critical pedagogy to challenge oppression and inequity in educational contexts.

Drawing on participatory action research conducted with students, families, and school staff in a Southwest community in the United States, this volume contests the achievement gap for students of Mexican-descent in the American education system, and highlights asset-based approaches to facilitating students' academic success.

Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the US border, to explore how young people engage in acts of "bridging" to develop rich, transnational identities.

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.

International Perspectives on Inclusion within Society and Education explores how the theme of inclusion in education and society plays out across different nations and cultures.

This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents.

Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching.

This book explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.

Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

This book explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance.