Inclusive Learning and Educational Equity

Book Series
There are 4 volumes in this series
Published 2017 - 2017

About this series

Aims and Scope:

This book series reflects on the challenges of inclusive education as a strategy for improving educational equity. The series addresses issues of diversity in support of the UN Sustainable Development Goals (SDGs) which set the global education agenda for 2030 in SDG 4:  Ensure inclusive and quality education for all and promote lifelong learning.

Although considered an important aspect of a global human rights agenda ensuring education for all is a complex endeavour that is subject to the forces of globalization, and the exclusionary pressures associated with migration, mobility, language, ethnicity, disability, and intergenerational poverty.  Acknowledgement of the reciprocal links between these markers of diversity and educational underachievement has led to an increasing interest in the development of inclusive education as a strategy for improving educational equity.

By addressing these and related diversity issues, this series aims to contribute important advances in knowledge about the enactment of inclusive education. The development of educational processes and pedagogical interventions that respond to the tensions between education policies that promote competition and those designed to promote inclusion at individual, classroom, school, district, national, and international levels are explored by the contributors to this series.

This series:

  • Offers a critical perspective on current practice.
  • Stimulates and challenges further developments for the field.
  • Explores global disparities in educational provision and compares developments.
  • Provides a welcome addition to the literature on inclusive education.

 


ADVISORY BOARD:
Mel AinscowEmeritus Professor, School of Education, University of Manchester, UK
Petra EngelbrechtSenior Research Fellow, North-West University, South Africa; Emeritus Professor, Canterbury Christ Church University, England
Humberto J. RodríguezPrincipal, Escuela Normal Especialización, Monterrey, México
Roger SleeProfessor, School of Education, University of South Australia, Adelaide, Australia