This edited volume examines the thrust toward equity in education for marginalized and out-of-school youth, as well as youth with disabilities, in countries located in the Global South.
Using a critical cross-cultural lens to interrogate the historical, empirical, and theoretical discourses associated with achieving UNESCO’s equity in education agenda, the book showcases the work of scholars from developed and developing nations in examining inclusive education. Drawing attention to the nature, impact, and effects of marginalization, the book ultimately demonstrates the ability of education systems in the Global South to be innovative and agile despite current resource challenges.
This text will benefit scholars, academics, and students in the fields of international and comparative education, education policy, and inclusion and special educational needs education more broadly. Those involved with Caribbean and Latin American studies, the sociology of education, and diaspora studies in general will also benefit from this volume.
Author(s): Stacey N. J. Blackman
Series: Routledge Research on Educational Equity in Developing Nations
Publisher: Routledge
Year: 2022
Language: English
Pages: 310
City: New York
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Tables
List of Figures
About the Editor
List of Contributors
Introduction: Equity in Education: Situating the Discourse on the Marginalization of Children and Youth in Latin America and the Caribbean
Defining Marginalization
The Legacy of Colonialism and Its Influence on Educational Equity in Latin America and the Caribbean
Colonialism and Caribbean Education
Colonialism and Instability in Latin American Education
Globalization and the Equity in Education Agenda in Latin America and the Caribbean
Global Pandemics and Inclusion in Latin America and the Caribbean
Understanding the Marginalization of Children and Youth in Latin America and the Caribbean
Children’s and Youths’ Experiences of Exclusion in Latin America and the Caribbean
Interventions and Advocacy for Marginalized Children and Youth in Latin America and the Caribbean
References
Part I: Understanding the Marginalization of Children and Youth in Latin America and the Caribbean
Chapter 1: Theorizing on the Marginalization of Boys and Girls in Caribbean Schooling: Recurring Myths and Emerging Realities
Defining Marginalization in Postcolonial Education
Which Caribbean Boys Are Marginalized or Privileged and on What?
Recurring Myths in Caribbean Theorizing on the Male Disadvantage in Schooling
Toward Credible, Actionable Evidence in a Post-Truth World
Engaging with Credible, Actionable Evidence
What Processes Contribute to Marginalization in Caribbean Schools? Analysis from Case Studies
What Patterns of Disparities Exist and What Insight Does This Offer into Marginalization? Analyses of Large-Scale Data
Building an Evidence-Informed Framework to Understand Success in School
Notes
References
Chapter 2: Perpetrators, Aiders and Abettors, or Weapons of Mass Destruction: A Paradoxical Analysis of the Role of Caribbean and Latin American Educational Systems in the Delivery of Equitable Education
Inclusive Education and Equity
The Impact of Structural Inequalities
The Relationship among Socioeconomic Variables, Inequities, and Academic Performance
The Relationship between Pedagogy and the Delivery of Equitable Education
Curriculum and Assessment
Educational Policies and Equitable Education
Conclusion and Recommendations
References
Chapter 3: Disparities in Education Outcomes in Trinidad and Tobago: A Sociohistorical Analysis
Inequality, Disadvantage, and Marginalization
Historical Background of Current Social Realities
Colonization to Independence: Education Development in Trinidad and Tobago, 1956–2019
Addressing Inequity in the Education System: Early Child Care and Education (ECCE) to Tertiary Level
ECCE
Primary Education
Secondary Education
The Education System Modernization Initiative
Tertiary-Level Education
University
Other Types of Tertiary-Level Institutions: Postsecondary and Tertiary (Non-university)
Technical and Vocational Education and Training (TVET)
Implications for the Education and Training Systems in Trinidad and Tobago
Rationale for Greater Focus on the Youth Population
Addressing Inequities and Disadvantages in the Education System
Conclusion
References
Part II: Children’s and Youths’ Experiences of Exclusion in Latin America and the Caribbean
Chapter 4: Investigating Factors Associated with Mathematics Achievement and Youth Marginalization in Jamaica
Mathematics: A Core Subject
Mathematics Performance in Jamaica: An Overview
Linking Poor Mathematics Education and Youth Marginalization: The First Dimension
Exploring Other Dimensions of Mathematics Education and Youth Marginalization
Purpose of the Research
Review of Related Literature
Mathematics Performance and School Population Composition
Mathematics Performance and Sex
Mathematics Performance and School Location
Mathematics Performance and School Type
Research Design
The Sample
Data Analysis
Results
Candidate Performance by School Population Composition
Candidate Performance by Sex
Candidate Performance by School Locale
Candidate Performance by School Type
Discussion
Conclusion
References
Chapter 5: Principals’ Narratives on the Risk of Marginalization for Barbadian Children with Special Needs during COVID-19
The Theoretical and Conceptual Framework for the Study
The Research Project
Procedures
Measures
Data Analysis
Participants
Findings Regarding Teacher Adaptation and Support
Navigating Teaching and Learning Challenges during COVID-19: Common Challenges for All Schools
Unique Challenges at Some Schools
Stresses and Strains of Online Learning on Parents
Findings Regarding Schools Support to Help Children Cope Academically and Socially
Bringing School to Students during COVID-19
Socioemotional Coping and Support
Discussion
References
Chapter 6: Barriers to Technology-Enabled Education for the Deaf in the Caribbean
Education of the Deaf in the Developed World
AT Use in Deaf Education
Deaf Educational Attainment in the Developed World
Education of the Deaf in the Caribbean
Inclusive Education of the Deaf in the Caribbean
Specialist Education of the Deaf in the Caribbean
The Use of Technology in the Education of the Deaf
The Impact of Technology on Attainment and Outcomes
Barriers to the Use of Educational Technology among the Deaf
Availability
Accessibility
Antagonism
Barriers to the Use of Educational Technology: The Perspective of the Deaf in Jamaica
Deaf Focus Group Perspective
Use of Technology for Education
Perceived Barriers
One-on-One Interview
Conclusion
Acknowledgments
References
Chapter 7: Chocolate, Children, and the Curriculum: Child Exploitation and the Dominican Cocoa Industry
Cocoa Farming and Education in the Dominican Republic
The Research Project
“There Is No Child Labor Exploitation in the [Dominican] Cocoa Industry.”
Results
“Not Just Education but Quality Education”
Problems With Child Labor Eradication Versus “Helping Out”
Teenage Responses to Child Work
Invisibilizing Exploitation: Haitian Child Labor in Dominican Cocoa
Fieldwork Summary
Discussion: Children and Cocoa, An Example of Good Practice?
Notes
References
Part III: Interventions and Advocacy for Marginalized Children and Youth in Latin America and the Caribbean
Chapter 8: Design, Development, and Implementation: An Autoethnographic Account of a STEM and Literacy Program for English Language Learners in Panama
Introduction
Autoethnography: Telling the Story
Social Justice Education
Panama History and Issues of Injustice
Afro Caribbean Migration to Panama
U.S. Canal Project and Hegemony
Afro Caribbeans Today
The Economy
Education
Promoting Inclusive Education
The Ventaja Panamá Program
Field Experiences Matter
The Research Project
Camp Location in Pueblo Nuevo, Panamá
Program Overview
Participants
Data Sources
Autoethnographic Narratives by the Curriculum Team
Analysis of the Data
Christina: Preservice Teacher on Literacy and STEM Integration
Cultural Exchange Experience
Embedding Literacy in STEM
Working with Raya
Social Justice Reflection
Samantha: Spanish Teacher and Mathematics Instructor
Day One
Day Two
Day Three
Day Four
Implementing a Social Justice Framework
Dr. Aracelis: Researcher on the Friday Field Trip
Smithsonian’s Institute Punta Culebra
Punta Culebra Activity Sheet
Social Justice Reflection
Discussion of Themes
Conclusion
References
Chapter 9: Experiences in Providing Vocational Skills Training Support for Youth in Care in Jamaica
Education and Youth in Care
Youth in Care: Educational Enrollment and Attainment
Why Does This Happen? Theoretical Perspectives on Education and Youth from Care
What Does This Mean for Employment and Independent Living?
The Jamaican Context: Youth in Care, Education, and Employment
Preparing Jamaican Youth from State Care for Independent Living
The Transitional Living Program for Children in State Care
Empowering Youth: Vocational Skills Training
Challenges Encountered and Navigating Obstacles
Challenges with Registering Youth for Skills Training Programs
Low Enrollment in HEART Programs
Negative Perception of Vocational Skills Training
Delayed Start of Transition to Work
Challenges Experienced by Youth with Completing Training
Pregnancy and Family Responsibilities
Financial Challenges
Accessibility for Persons with Disabilities
Deportment
Stigma and Discrimination
Challenges in Obtaining Posttraining Employment
Competition From Other Job Placement Programs
Delays in Acquiring NVQ-J Certification
The Way Forward
What Did We Learn?
Limitations
Recommendations
Conclusion
Funding
Notes
References
Chapter 10: Tackling Marginalization in Education through Teacher Preparation: A Case for Learning Without Limits as Inclusion
Examining Education Exclusion in the Caribbean and Barbadian Contexts
Teacher Preparation for Inclusion
The LWL Project
Developing Teachers’ Practice through Guided Inquiry
The Research Base for the Guided Inquiry Project on Teacher’s Practices
The LWL Module
Participants
The LWL Checklist and Reflection Sheet
Data Analysis
Teachers’ Cognitions and Narratives about LWL
Gleaning New Meanings
Conquering Teachers' Fears
Tackling Education Exclusion by Using LWL
References
Index
