Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals

Foreword
Acknowledgements
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
1 Inclusion, Equity, Diversity, and Social Justice in Education in the Twenty-First Century
Abstract
1.1 Inclusion, Equity, Diversity, and Social Justice in Education
1.2 A Critical Exploration of the Sustainable Development Goals
1.3 Part I Interrogating Perspectives of Diversity and Inclusion
1.4 Part II Foregrounding Diverse Voices and Inclusive Practices
1.5 Part III Disrupting Mainstream Education Through Capacity Building
References
Interrogating Perspectives of Diversity and Inclusion
2 Policy, Discourse and Epistemology in Inclusive Education
Abstract
2.1.1 United Nations Sustainable Development Goals
2.2 Human Rights
2.3 Ethical Responsibility
2.3.1 Inclusive Education
2.4 Diversity
2.4.1 Discourse and Epistemic Value
2.5 Difference and Intersectionality
2.5.1 Sustainable Development Goals
References
3 The Wicked Problem of Social Equity in Higher Education: The Conflicting Discourses and the Impact of COVID-19
Abstract
3.1 Introduction
3.2 Social Equity Discourses
3.2.1 The Meritocratic Discourse
3.2.2 The Economist Discourse
3.2.3 The Social Justice Discourse
3.2.4 The Human Potential Discourse
3.2.4.1 Summation and Implications of These Discourses
3.3 The Australian Political Context: 1957–2008
3.4 The Australian Political Context: 2008 to Present
3.5 The COVID-19 Pandemic
3.5.1 COVID-19 and the Economic Loss from Declines in International Students
3.5.2 The Pandemic and the Emergency Move to Remote Teaching
3.6 Conclusion
References
4 Issues and Solutions: A Literature Review of the Deficit Discourses Concerning Under-Represented Students
Abstract
4.1 Introduction
4.2 Method
4.3 Historical Development of Deficit Discourses
4.3.1 Definitions of Deficit Discourse
4.3.2 The Impact of Deficit Discourses
4.4 Solutions to Deficit Discourses
4.4.1 Changing Views
4.4.2 Changes to Pedagogy, Curriculum, and Policy
4.4.3 Move Away from Neo-liberalism
4.4.4 Developing Agency
4.4.5 Embracing Alternative Pathways
4.4.6 Additional Research
4.5 Limitations
4.6 Conclusion
References
5 Learning Through an Undisciplined Lens: The Centring of Indigenous Knowledges and Philosophies in Higher Education in Australia and Sweden
Abstract
5.1 Introduction
5.2 Methodology
5.3 Part 1: Four Narrative Autoethnographies
5.3.1 Jillian’s Story—Centring Indigenous Standpoints in Theory and Practice
5.3.2 Sheelagh’s Story—Learning on Country
5.3.3 Melissa’s Story—‘Indigenisation’ of Geography Curricula
5.3.4 Kristina’s Story—Decolonising Design Through “Hi/Stories of Change”
5.4 Part 2: An Overarching Narrative of Theory, Practice and Presence
5.4.1 Theorising Through an Undisciplined Approach
5.4.2 Exposing the Biases of How History Favours the Oppressor
5.4.3 Theoretical Constructs of First Nations Peoples and Cultures
5.5 First Nations Presence Within Education
5.5.1 Creating a Space for Indigenous Knowledges in Education
5.6 Part 3: A Critical and Contextual Analysis—Findings and Recommendations
5.6.1 Re-negotiation of Power
5.6.2 Critical Self-reflection
5.6.3 The Need to Be Counter-Hegemonic
5.7 Final Thoughts
References
6 Insights into the Education System in India and the Current Impact of COVID-19 on Child Rights
Abstract
6.1 Introduction
6.1.1 United Nations Sustainable Goals
6.1.2 School Closures
6.1.3 Remote Learning and Lack of Digital Infrastructure
6.1.4 Disengagement from Education
6.1.5 Repercussions for Students
6.1.5.1 Violation of Child Rights
6.2 Child Sexual and Physical Abuse
6.3 Emotional State of Children
6.4 Restricted Movement-Developmental Challenges
6.5 Digital Learning-Positives
6.6 Conclusion
References
7 The Fallacy of Cultural Inclusion in Mainstream Education Discourses
Abstract
7.1 Setting the Scene
7.2 Examining Culturally Inclusive Pedagogy of Australian History
7.2.1 Learning from Participants’ Stories
7.2.1.1 Exploring Counter/Narratives
7.3 Implications for Inclusive Teaching
7.4 Moving to a More Inclusive Space?
Acknowledgements
References
Foregrounding Diverse Voices and Inclusive Practices
8 A Possible Me? Inspiring Learning Among Regional Young People for the Future World of Work
Abstract
8.1 Introduction
8.2 The Context of the Latrobe Valley in Gippsland, Victoria
8.3 Review of Related Literature
8.3.1 Global and Local Research into the WoW Expectations of Young People
8.3.2 Self-determination and Possible Selves Theory: Inspiring Learning Among Regional Middle Years Students for the Future World of Work
8.3.3 The Challenges Faced in the World of Work for Regional Students
8.3.4 Current Initiatives and Innovative Responses for Schools
8.4 Future World of Work Possibilities in the Region and a Possible Me
References
9 Do not Enter? An Autoethnographic Encounter with Policy and Practice Workforce Agendas in Early Childhood Education and Care
Abstract
9.1 Introduction
9.2 Assemblage of the Literature: Analysis
9.2.1 Discourses of Productivity Within Early Childhood Education and Care (ECEC): The Productive Teacher
9.2.1.1 Early Childhood and Nationalised Reforms in Australia
9.2.1.2 Early Childhood Teacher Registration—Victorian Context
9.2.2 Discourses of Medicalisation and Health: The (Un)healthy Teacher
9.2.2.1 In(Ex)clusion and Teacher Registration
9.2.3 Discourses of Riskiness and Disclosure: The At-Risk Teacher
9.2.3.1 Risking Employment
9.3 Methodology
9.3.1 Deleuze and Guattari—Mapping Assemblages, Lines, and Rhizomes
9.4 Visualising Broad Impacts of In(Ex)clusion: An Encounter
9.4.1 Drawing with/in In(Ex)clusion in an Art Space: Analysis
9.5 Conclusion: Entangling the Impacts
Acknowledgements
References
10 Parent–Teachers: Experiences of Supporting our Children with Dis/ability in Schools
Abstract
10.1 Introduction
10.2 Access, Rights, Education, and Dis/ability
10.3 Methodology and Methods
10.3.1 An Ethical Pause
10.3.2 Vignettes
10.3.2.1 Vignette 1: Anna and Alex
10.3.2.2 Vignette 2: Chris and Quinn
10.3.2.3 Vignette 3: Darcy and Morgan
10.4 Discussion
10.4.1 The “Naughty” Child
10.4.2 The Reliance on Mother: Caregiver and Problem Solver
10.4.2.1 Hard Won Knowledge: The Struggle of Diagnosis
10.4.3 Resetting the Bar
10.4.4 When It Works, It Works
10.5 A Message of Hope
References
11 African Girls’ Experiences of Gender in School Communities: Observations and Reflections from a Researcher
Abstract
11.1 Introduction
11.2 Background
11.3 Quality Education and Gender Equality
11.4 The Research Locations
11.4.1 Zambian Rural School Community
11.4.2 Kenyan Urban School Community
11.5 Methods
11.6 Conversations, Observations, and Reflections
11.7 Journal Entries
11.7.1 Journal Entry 1—Conversation with Female Teachers—Zambia
11.7.2 Journal Entry 2—Observations of Independence Day—Zambia
11.7.3 Journal Entry 3—Conversations with the Primary School Leaders—Kenya
11.7.4 Journal Entry 4—Reflections of a Conversation with a Father—Kenya
11.7.5 Journal Entry 5—Observations Concerning Health and Hygiene for Girls—Zambia
11.7.6 Journal Entry 6—Conversations with the High School Teachers—Zambia
11.7.7 Journal Entry 7—Conversations with the Deputy Head Teacher—Zambia
11.7.8 Journal Entry 8—Conversations with the Deputy Head Teacher—Kenya
11.7.9 Journal Entry 9—Observations of a Teacher—Kenya
11.7.10 Journal Entry 10—Observations of an Incident in Standard 1—Kenya
11.8 Conclusion
References
12 Social and Cultural Capitals of Parents from Indian Immigrant Background: A Case for Developing Children’s STEM Learning
Abstract
12.1 Introduction
12.2 STEM Capital and Social Change
12.3 Theoretical Framework
12.4 Understanding Equitable Opportunities for Children’s STEM Engagement
12.5 Research Design and Methods
12.5.1 Reliability and Validity
12.5.2 Data Analysis
12.6 Findings
12.6.1 Embodying Mixed Beliefs About STEM Engagement (Cultural Capital)
12.6.2 Embodying High-Quality Aspirations to Engage Children in STEM Learning (Cultural Capital)
12.6.3 Parental Difficulties of the Know-Hows of Accessing STEM Education and Resources (Social Capital)
12.7 Discussion
12.8 Conclusion
Acknowledgements
References
13 Identity and Intersectional Responsive Pedagogy in Higher Education: Insights from Two Locations in Regional and Urban Australia
Abstract
13.1 Introduction
13.2 Literature Review
13.3 Methodology
13.3.1 Participants
13.3.2 Procedure
13.4 Findings/Discussion
13.4.1 Career Trajectory
13.4.2 Identity and Interactions with Colleagues
13.5 Intersectional Responsive Pedagogy
13.6 Teaching Philosophy and What to Teach
13.7 Conclusion
References
Disrupting Mainstream Education Through Capacity Building
14 Implementing Inclusive Pedagogies: What Regular Primary Classroom Teachers Know and Do
Abstract
14.1 Introduction
14.1.1 Disability Studies in Education
14.1.2 Inclusive Education
14.1.3 Teacher Craft Knowledge
14.2 A Framework for Inclusive Education: Identifying and Unravelling the Strands
14.2.1 The Index for Inclusion (Booth and Ainscow 2002, 2011)
14.2.2 The Inclusive Pedagogical Approach in Action Framework (Florian 2014)
14.2.3 Descriptors of Differentiated Classrooms (Tomlinson 2014)
14.3 Methodology
14.3.1 Teacher Participants
14.4 Results and Discussion
14.4.1 Strand 1 Classroom Planning
14.4.2 Strand 2 Student Engagement
14.4.3 Strand 3 Valuing Diversity
14.4.5 Strand 5 Learner Interaction
14.4.6 Strand 6 Formative Assessment
14.4.7 Strand 7 Respectful Relationships
14.4.8 Strand 8 Supportive Partnerships
14.5 Effective Teaching, Inclusive Teaching: Entwining the Strands
14.6 Conclusion
Acknowledgements
References
15 Bridges and Barriers: Building an Innovative Model of Support for Teachers of Students with ASD
Abstract
15.1 Introduction
15.2 ASD in Education
15.3 Exploring the Context
15.4 What the Literature Tells Us
15.4.1 Prevalence of ASD is Increasing
15.4.2 Understanding ASD is Complicated
15.4.3 A Dilemma for Teachers of High-Functioning Learners with ASD
15.4.4 Mental Health, Well-Being and Learning
15.5 Background to the Study
15.6 How the Study Was Conducted
15.7 What the Study Found
15.8 Lessons Learned
15.9 A Final Word
References
16 Digital Technology for Inclusive Education: Reflecting on the Role of Teachers
Abstract
16.1 Introduction
16.2 Digital Technology in Education
16.3 Social Justice and Nancy Fraser
16.4 Research Studies
16.4.1 Rural Teachers and Professional Learning
16.4.2 Teaching During Lockdown
16.5 Teachers Use of Digital Technology
16.6 Conclusion
Acknowledgements
References
17 Moving Towards a Sustainable Future for Women in Afghanistan Through Increased Tertiary Education Participation: Challenges and Possibilities
Abstract
17.1 Introduction
17.2 The Context for Education in Afghanistan
17.2.1 Key Challenges Associated with the Afghanistan Education System
17.2.2 Women’s Participation in Education
17.2.3 Education: Rights and Benefits
17.3 Summary and Conclusion
Acknowledgements
References
18 The Role of International Study Tours in Cultivating Ethnocultural Empathy: Preservice Teacher Standpoints
Abstract
18.1 Introduction
18.2 Literature Review
18.2.1 PSTs and Intercultural Empathy
18.3 Research Context
18.3.1 Student Cohort
18.3.2 Research Method
18.3.3 Data Collection Tools
18.3.4 Data Analysis
18.4 Findings and Discussion
18.4.1 Ethnocultural Empathy is Unattainable for PSTs When There is an Inability to See the World from Multiple Lenses
18.4.2 Ethnocultural Empathy is Enriched Through Constructive Dialogue with a Guided Other that Involves Reflection in and on Action
18.4.3 An Immersive Intercultural Experience Helps Foster Ethnocultural Empathetic Standpoints
18.5 Conclusion
Acknowledgements
References
19 Working Towards a Sustainable, Responsive, Inclusive, and Diverse Global Education Future
Abstract
19.1 The State of Quality Inclusive and Diverse Education in the Twenty-First Century
19.1.1 Discourses and Policies
19.1.2 Lived Experience
19.1.3 Capacity Building
19.2 Is a Sustainable, Responsive, Inclusive, and Diverse Global Education Future Possible?
References
Author Index