In the complex environment of education, pervasive inequities persist, hindering progress towards a just and inclusive learning environment for all. Students from diverse backgrounds face barriers that impede their educational journey, perpetuating disparities and stifling the potential for collective growth. The need for transformative change is urgent, and it is within this pressing context that Exploring Educational Equity at the Intersection of Policy and Practice emerges as a beacon of hope and a solution-oriented guide for scholars, educators, policymakers, and all stakeholders committed to dismantling these barriers.

Exploring Educational Equity at the Intersection of Policy and Practice dives deep into the heart of the equity crisis, synthesizing innovative scholarship to illuminate the multifaceted challenges within the educational system. By critically examining the evolution and various dimensions of educational equity on a global scale, the book presents the intricate web of issues that require our attention. From this thorough analysis, this book propels readers toward a transformative journey, offering methodologically robust interventions and evidence-based insights. This comprehensive approach equips educators, policymakers, and researchers with the tools to navigate the complexities of promoting inclusive and empowering education.

With a mission to spark valuable conversations and foster collaboration, Exploring Educational Equity at the Intersection of Policy and Practice stands as a linchpin in the pursuit of a fair and just educational landscape. Whether you are an educator seeking practical strategies, a policymaker aiming for systemic change, or a researcher exploring new avenues, this publication provides a vital resource to inform, inspire, and drive the much-needed transformation in education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Action Research for Equity
Educational Change
Educational Equity
Educational Improvement
Educational Participation and Family
Equity-Based Guidance
Equity-Informed Public Policy
Equity-Informed Research
Equity-Informed Teacher Education Practices
Inclusive Education
Inclusive School Practices
Mixed Methods for Educational Equity
Public Policy Analysis
School Democracy
School Transformation
Theories Of Educational Justice

Reviews & Statements

"The Fate of Special Needs Children amid Inclusive Education Policy in Abuja, Nigeria", beamed its searchlight on the extent to which children with special needs have been integrated into the inclusive education policy in Abuja, Nigeria. The literature review revealed that inclusive education has not attracted the attention it deserves vis-à-vis Sustainable Development Goal 4. Recommendations were made to the Nigerian government, Federal Capital Territory Education Authority, and the 36 States of the Federation to map out modalities to bridge the existing gap to ameliorate the plight of children with special needs. The relevance of this book chapter is anchored on its exposition of the challenges faced by children with special needs in the midst of a policy (Inclusive education) that would have met their peculiar needs. It has unveiled the eyes of the government, public-spirited individuals, and non-governmental organizations to the challenges faced by special needs children. This awareness will spur all stakeholders in the education sector to proffer solutions to the myriads of learning challenges faced by special needs children. This book chapter has contributed immensely to the knowledge bank; as such, it has become a reference material to reckon with in the field of special education in particular and education as a whole.

– Dominion Agunowei, North West University, Mahikeng Campus, South Africa

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Editor/Author Biographies

José Sánchez Santamaría holds a Ph.D. in Pedagogy and is an Associate Professor in Pedagogy, also serving as the Didactic Coordinator of Social Education at the University of Castilla-La-Mancha in Spain. Additionally, they work as a full-time researcher in the Research Group of Guidance, Quality, and Equity in Education. Their research interests encompass educational equity, guidance/career, educational assessment, and reflective practice. Importantly, they are dedicated to implementing evidence-informed pedagogical practices with a focus on equity.

Brenda Boroel Cervantes holds a PhD in Educational Sciences and serves as a Research Professor at the Faculty of Administrative and Social Sciences at UABC. She has a PRODEP Profile and is a member of the Academic Body in Consolidation, focusing on Evaluation, School Relations, and Health. Additionally, she is a part of the GRIOCE Research Group and holds the status of Member of the National System of Researchers Level C. Her primary research areas include the evaluation of professional profiles in higher education, educational equity, and school accompaniment processes.

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