Local Implementation of National Policy: Social Justice Perspectives from the USA, India, and Wales

  • Ken Jones
  • Pamela S. Angelle
  • Caroline Lohmann-Hancock
Part of the Intercultural Studies in Education book series (ISE)


It is common to find generic descriptors being used to summarise the characteristics of national educational systems, but while it is convenient to use headings such as ‘Education in The USA’ or ‘Schools in India’, these hide a multitude of differences within such large nations. The macro view obtained through policy analysis of national government legislation may provide what seems to be a coherent approach to education, but the interpretation of policy through meso (regional) and micro (institutional) filters (or even through individual compliance or non-compliance) often results in policies being misinterpreted, reinterpreted, or ignored in their enactment. This chapter examines the views of social justice leaders in three countries; two of them are large in population terms (The USA and India), one is small geographically and demographically (Wales). The small-scale research carried out attempted to identify whether the nationally generated (macro-level) social justice policies were able to be applied effectively at institutional (micro) level.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Ken Jones
    • 1
  • Pamela S. Angelle
    • 2
  • Caroline Lohmann-Hancock
    • 3
  1. 1.Education ConsultantSwanseaUK
  2. 2.Department of Educational Leadership and Policy StudiesUniversity of TennesseeKnoxvilleUSA
  3. 3.University of Wales Trinity Saint DavidCarmarthenUK

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