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International Review of Education

, Volume 60, Issue 6, pp 879–881 | Cite as

Education and disadvantaged children and young people

By Mitsuko Matsumoto (ed.). Bloomsbury Academic, New York, 2013, 176 pp. Education as a Humanitarian Response series. ISBN 978-1-4411-9799-3 (hbk), ISBN 978-1-4411-1796-0 (pbk), ISBN 978-1-4411-9714-6 (ePUB), ISBN 978-1-4411-2176-9 (ePDF)
  • Stephanie Bengtsson
Book Review

Education as a humanitarian response has come to be seen as a specialist topic within the field of international education, of interest only to those working with education and natural disasters and conflict. However, in the Education as a Humanitarian Response series, edited by Colin Brock, a case is made for bringing this idea into “the mainstream”, to inform how we do education everywhere, following the inclusive philosophy that suggests that catering to those with the most need will benefit the whole system. In this volume from the series, contributors explore the notion of disadvantage from a global perspective, with case studies from so-called developing countries and developed countries. In the introduction, Mitsuko Matsumoto, the volume editor, skilfully conceptualises disadvantage in education as a multifaceted global problem which requires multifaceted global solutions, thus building on the vision of the series as a whole to strive to achieve quality education for all. She...

Reference

  1. Yeo, R., & Moore, K. (2003). Including disabled people in poverty reduction work: “Nothing about us, without us”. World Development, 31(3), 571–590.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2014

Authors and Affiliations

  1. 1.School of EducationUniversity of Newcastle AustraliaCallaghanAustralia

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