International Advances in Education: Global Initiatives for Equity
and Social Justice is an international research monograph series of
scholarly works that primarily focus on empowering students
(children, adolescents, and young adults) from diverse current
circumstances and historic beliefs and traditions to become
non-exploited/non-exploitive contributing members of the 21st
century. The series draws on the research and innovative practices
of investigators, academics, and community organizers around the
globe that have contributed to the evidence base for developing
sound educational policies, practices, and programs that optimize
all students' potential. Each volume includes multidisciplinary
theory, research, and practices that provide an enriched
understanding of the drivers of human potential via education to
assist others in exploring, adapting, and replicating innovative
strategies that enable ALL students to realize their full
potential. Chapters in this volume are drawn from a wide range of
countries including: Australia, Brazil, Canada, China, Finland,
Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia,
Tanzania and The United States all addressing issues of educational
inequity, economic constraint, class bias and the links between
education, poverty and social status. The individual chapters
provide examples of theory, research, and practice that
collectively present a lively, informative, cross-perspective,
international conversation highlighting the significant gross
economic and social injustices that abound in a wide variety of
educational contexts around the world while spotlighting important,
inspirational, and innovative remedies. Taken together, the
chapter's advance our understanding of best practices in the
education of economically disadvantaged and socially marginalized
populations while collectively rejecting institutional policies and
traditional practices that reinforce the roots of economic and
social discrimination. Chapter authors, utilize a range of
methodologies including empirical research, historical reviews,
case studies and personal reflections to demonstrate that poverty
and class status are socio-political conditions, rather than
individual identities. In addition, that education is an absolute
human right and a powerful mechanism to promote individual,
national, and international upward social and economic mobility,
national stability and citizen wellbeing.
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