Poverty, Class, and Schooling
Global Perspectives on Economic Justice and Educational Equity
A volume in the series: International Advances in Education: Global Initiatives for Equity and Social Justice. Editor(s): Elinor L. Brown, University of Kentucky. Rhonda G. Craven, University of Western Sydney. George McLean, Catholic Universities of America.
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, Ukraine, 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 chapters 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 sociopolitical 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.
Foreword--William A. Howe. Series Introduction—Elinor L. Brown, Rhonda G. Craven, and George C. McLean. Volume Introduction—Poverty, Class, and Schooling: Global Perspectives on Economic Justice and Educational Equity, Elinor L. Brown, Paul Gorski, and Gabriella Lazaridis. Section I: The Politics of Poverty in Education. Human Rights in Development Aid: Nordic Case for Education in Tanzania, Zehlia Babaci-Wilhite and Macleans A. Geo-JaJa. Poverty and Education in Crisis: Europe After the Failure of the Lisbon Strategy, Giovanna Campani. Is Educational Equality Possible?: Poverty and Education in India, Imandeep Kaur Grewal. Perceiving the Problem of Poverty and Schooling in the United States: Deconstructing the Class Stereotypes That Mis-Shape Education Practice and Policy, Paul C. Gorski. Section II: Economic Empowerment Through Retraining, Recognition, and Acceptance. Rising Urban Poverty and Class Discrimination Against Migrant Workers in China, Guangyu Tan. Migrant Education and Employment Equity in Slovenia: Officially Coveted, Factually Negated, Veronika Bajt and Mojca Pajnik. Challenges to Recognizing Foreign Competence for Employment in Finland: Avoiding Immigrant Economic Stratification, Johanna Lasonen and Marianne Teräs. Emerging From the Shadows: Countering the Marginalization of Indian Women in Rural Development and Education Programs, Supriya Baily. Section III: Equity Through Access to Higher Education. Impact of the National Scholarship Test on Equity in Higher Education in Kyrgyzstan, Duishon Shamatov, Abakir Mamytov, and Sabyr Iptarov. Access to Higher Education in Post-Socialist Countries: The Stories of Corruption, Standardization, Success, and Failure, Mariam Orkodashvili. PROUNI in Brazil: Advancement for Social and Economic Justice? Stella Maria Peixoto de Azevedo Pedrosa, Valéria de Figueiredo-da-Costa, Olivieri de Lima, and Nizia da Fonseca Ribeiro. Clemente Australia—Community-Embedded, Socially Supported University Education: Enhancing the Lives and Learning of the Socially Isolated, Peter Howard and Jude Butcher. Section IV: Education for Economic and Social Well-Being. Racialized Poverty and the Promise of Schooling: Te Search for Equitable Educational Outcomes for Aboriginal Peoples in Saskatchewan, Canada., Michael Cottrell and Paul Orlowski. Education in Ukrainian Orphanages: Hidden Curriculum for Social Reproduction or Transformation? Alla Korzh. Promoting Class Equity and Socioeconomic Justice for Children From “Communities of Promise”, David Zyngier. The Intersection of Poverty and Education in Haiti: A Case Analysis, Steve Sider and Gaëtane Jean-Marie. Poverty and Class Bias in Schools: An Anti-Classist Agenda for Educators, Terezia Zoric. About the Editors. About the Contributors.
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