Collectively, the works in this book speak strongly and eloquently to the intersections of two oft-used but often misunderstood constructs: education and empowerment. The perspectives presented here construe education broadly and variously to encompass the educative potentiality of individuals, families, communities, and institutions; paralleling that approach, the authors' engagement with empowerment highlights and illustrates the multivalence of that construct as it is represented in varied extant literatures and academic disciplines. The editors recognize and honor such richness and nuance, and have done a masterful job of bringing together a diverse set of scholarly voices with a shared set of commitments to unpack and reflect on what is for many of us the central purpose of any kind of educational endeavor. There is much work to be done if we are to harness the potential of education for empowerment; this book elucidates the nature and scope of that work, and moves forward a dialogue about the roles that we all must play.

This book addresses the state of poverty and its effects on education and development. It is organised into two sections: Poverty, socio-economics, poverty and gender. Section one focuses on the state of the lives of the peoples in Africa as a result of poverty. These chapters raise arguments to challenge the status quo as unacceptable. The second section of the book focuses on poverty in relation to gender. It explores how lack of education and inequality of females in the society can impact poverty of the nation in general. These chapters discuss the influential factors of poverty in Asia and Africa, and how it enriches the section by looking into Appalachian single mothers' lived experiences from the South-eastern portion of the US.

Towards Anti-Racist Educational Research: Radical Moments and Movements is a call for educational researchers and teachers to engage in the work needed to be anti-racist. In the academy, there is no place for neutrality when it comes to race. One either endorses the idea of a racial hierarchy or that of racial equality. Educators and researchers either believe problems are rooted in groups of people or locate the roots of problems in power and policies. Therefore, we can either allow racial inequities to continue or confront racial inequities. Delane Bender-Slack and Francis Godwyll work to confront those racial inequities in educational research. As they continue to grapple with their role in radical moments and movements-from various identities, perspectives, and positionalities-they strive to identify their intellectual, social, and cultural labor in their research, and in this writing, as anti-racist. The editors define what it could mean to be anti-racist in research methods, projects, and agendas, and they pose the following questions: How do we ask anti-racist research questions? How do we create anti-racist curricula? How do we design anti-racist policies? What does it mean to be racially humanizing educational researchers? How do we intentionally work towards racial justice?