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In America's Urban Crisis and the Advent of Color-blind Politics, Ivery and Bassett combine their own experience in the field of civil rights with contributions of urban studies experts to provide an overview of scholarship on the urban underclass. This look into the modern racial politics of America's cities encourages readers not only to be aware of inequalities, but to engage in efforts to change them.

Educational equalization. --- Discrimination in education. --- Imprisonment. --- Confinement --- Incarceration --- Corrections --- Detention of persons --- Punishment --- Prison-industrial complex --- Prisons --- Educational discrimination --- Race discrimination in education --- Education --- Affirmative action programs in education --- Segregation in education --- Educational equality --- Educational equity --- Educational inequality --- Equal education --- Equal educational opportunity --- Equality of education --- Equalization, Educational --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- Aims and objectives --- School-to-prison pipeline

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In many societies today, educational aims or goals are commonly characterized in terms of "equality," "equal opportunity," "equal access" or "equal rights," the underlying assumption being that "equality" in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers' unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan's falling birthrate and aging society.

Educational planning --- Educational equalization --- Education and state --- J4901 --- J4900.70 --- J4900.90 --- Educational equality --- Educational equity --- Educational inequality --- Equal education --- Equal educational opportunity --- Equality of education --- Equalization, Educational --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- Education --- Affirmative action programs in education --- Japan: Education -- policy, legislation, guidelines, codes of behavior --- Japan: Education -- history -- Kindai (1850s- ), bakumatsu, Meiji, Taishō --- Japan: Education -- history -- postwar Shōwa (1945- ), Heisei period (1989- ), contemporary --- Aims and objectives

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As societies become more diverse, so too must they become more inclusive. In inclusive societies, all members, regardless of their ethnicity, religion, socio-economic status, ability or disability are valued and free to participate, and there is equity of access and reward. Schools have a powerful role to play in creating inclusive societies, and this begins with the notion of inclusive schools - schools were all children belong, where all children have a place, and where difference is a natural part of what it is to be a human being. Based on this understanding, many countries around the world are moving towards more inclusive education systems. However, working against inclusive education are forces of exclusion – factors that act to exclude and marginalize minority students from participation and learning at school. Therefore, in order to progress the principles and practices of inclusive education, an examination of the construct of exclusion is critical. Important questions to be interrogated if inclusive education is to be a reality are: What is exclusion? Why does it occur? How can it be reduced and eliminated? This book critically examines the construct of exclusion, exploring how disabled students experience exclusion both from and within school and suggesting reasons why this occurs. Finally, key foci for change are proposed as platforms for interrogating, reducing and eliminating the forces of exclusion.

Education. --- Inclusive education. --- Sociology of education. --- Education --- Social Sciences --- Education, Special Topics --- Educational equalization. --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Sociology of Education. --- Affirmative action programs in education --- Mainstreaming in education --- Aims and objectives --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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This book draws together many previously published articles and book chapters produced by the author over the past 20 years of work in the field of indigenous education. However, rather than just being a compilation of a series of papers, this book is a record of the development of an indigenous approach towards large-scale, theory-based education reform that is now being implemented, in two different forms, in almost half of the secondary schools in New Zealand. Fundamental to this theorising is the understanding, identified by Paulo Freire over forty years ago, that answers to the conditions oppressed peoples find themselves in is not to be found in the language or understandings of the oppressors. Rather, it is to be found in those of the oppressed. This realisation has been confirmed by the examples in this book. The first is seen where it is identified how researching in Maori contexts needs to be conducted dialogically within the world view and understandings of Maori people. Secondly, dialogue in its widest sense is crucial for developing a means whereby Maori students are able to participate successfully in education. The book details how researching the impact of colonization on his mother’s Maori family enabled the author to develop a means of researching within indigenous, Maori contexts. It then details how the lessons learnt here appealed as being a means by which the marginalization of Maori students in mainstream, public school classrooms could be re-theorised, and how schools and education systems could be reorganised so as to support indigenous students to be successful learners.

Education and state. --- Indigenous peoples -- Education. --- Indigenous peoples. --- Education --- Social Sciences --- Education, Special Topics --- Educational change --- Maori (New Zealand people) --- Multicultural education --- Educational equalization --- History of Education --- Education (Secondary) --- Indigenous peoples --- Educational change. --- Educational equalization. --- Children, Maori --- Education, Secondary --- Education. --- Maoris --- Maori children --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Children --- Educational policy. --- ducation and state. --- Educational Policy and Politics. --- Ethnology --- Polynesians --- Affirmative action programs in education --- Educational planning --- Educational innovations --- Aims and objectives --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- Intercultural education --- Culturally relevant pedagogy

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Many observers consider Fe y Alegría a successful organization, but very few rigorous evaluations have been conducted. This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegría, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation's schools often do reach the poor, and that students in Fe y Alegría schools tend to perform as well on test scores, if not slightly better than comparable stu

Poor children --- Educational equalization --- Education --- Fe y Alegría (Organization) --- Jesuits --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Children of the poor --- Economically disadvantaged children --- Economic conditions --- Compagnie de Jésus --- Compañia de Jesus --- Gesellschaft Jesu --- Jesuitas --- Jesuiten --- Jesuiti --- Jezuïten --- Jésuites --- Paters Jezuïten --- Societeit van Jezus --- Society of Jesus --- FYA --- Fe y Alegría Federación Internacional --- Federación Internacional de Fe y Alegría --- Federación Internacional Fe y Alegría --- Affirmative action programs in education --- Children --- Aims and objectives --- Educational equality --- Educational equity --- Equality of education --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- イエズス会 --- カトリック イエズス会 --- Latin America. --- Asociación Latinoamericana de Libre Comercio countries --- Neotropical region --- Neotropics --- New World tropics --- Spanish America