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Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the US border, to explore how young people engage in acts of "bridging" to develop rich, transnational identities.

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world.

Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations.

This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents.

Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching.

British Pakistani Boys, Education and the Role of Religion investigates the educational achievement of British Pakistani boys and the importance of education both in the Pakistani community and in the wider religion of Islam.

This book explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.

International Perspectives on Inclusion within Society and Education explores how the theme of inclusion in education and society plays out across different nations and cultures.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations. It is one of the first scholarly works to explicitly situate colorism within educational domains and demonstrates how this form of discrimination affects students, families and professionals. This volume presents the connections between race and colorism in P-16 schooling by questioning how variations in skin tone, as well as related features such as hair texture and eye color, complicate the educational experiences of students.

This book explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.

The transition to adulthood for many is mediated by class, culture, and local/global influences on identity. This volume analyzes the global injustices that create inequities and restrict future opportunities for young people during this transitional time, including poverty, unemployment, human rights, race, ethnicity and location. It critically examines global instances of youth discrimination, offering positive strategies and practices such as youth work that successfully remediate these injustices. With international contributions from Aotearoa New Zealand, Australia, England, Malaysia, Peru, Philippines, Portugal, Morocco, Jordan and the U.S., this volume is particularly important to researchers and scholars in the fields of youth studies, education, and social work.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

This book deepens the contextual understanding of community in developing countries, its involvement in schools, and its impact on quality, equity, and inclusion of school education.

This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance.

Centered on narratives from ethnically and racially diverse scholars of color with experience of working or studying in predominantly White institutions in the United States, this volume critically reflects on policies, and practices which limit or preclude racial diversity and inclusion in educational research and teaching.