Books in the Routledge Research in Educational Equality and Diversity series

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 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.

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations.

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.

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

Through a collection of original case studies, this volume highlights issues of power, inequality, and resistance for Asian, African American, and Latino/a students in distinct U.S. and international contexts. It explores the processes that keep students thriving academically and socially, and outlines the patterns that exist among individuals¿students, teachers, parents¿to resist the hegemony of the dominant class and school failure. With emphasis on racial formation theory, this volume fundamentally argues that education, despite inequality, remains the best hope of achieving the American dream.

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 similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.

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 unintended consequences, and when policies help.

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.

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.

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations. It is one of the first scholarly works to explicitly situate colorism within educational domains and demonstrates how this form of discrimination affects students, families and professionals. This volume presents the connections between race and colorism in P-16 schooling by questioning how variations in skin tone, as well as related features such as hair texture and eye color, complicate the educational experiences of students.

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