Children at risk of marginalization in education are found in all societies. At first glance, The lives of these children may appear poles apart. The daily experiences of slum dwellers in Kenya, ethnic minority children in Viet Nam and a Roma child in Hungary are very different. What they have in common are missed opportunities to develop their potential, realize their hopes and build a better future through education.A decade has passed since world leaders adopted the Education for All goals. While progress has been made, millions of children are still missing out on their right to education. Reaching the marginalized identifies some of the root causes of disadvantage, both within education and beyond, and provides examples of targeted policies and practices that successfully combat exclusion. Set against the backdrop of the global economic crisis, The Report calls for a renewed financing commitment by aid donors and recipient governments alike to meet the Education for All goals by 2015.This is the eighth edition of the annual EFA Global Monitoring Report. The Report includes statistical indicators on all levels of education in more than 200 countries and territories.

This edited collection explores issues that arise when researching "hard-to-reach" groups and those who remain socially excluded and marginalized in society, such as access, the use of gatekeepers, ethical dilemmas, "voice," and how such research contributes to issues of inclusion and social justice. The book uses a wide range of empirical and theoretical approaches to examine the difficulties, dilemmas and complexities surrounding research methodologies with particular groups. It emphasizes the importance of national and international perspectives in such discussions, and suggests innovative methodological procedures.

In the USA, racism is the most widespread root of oppression. Black people in America, specifically, have suffered from centuries of discrimination and still struggle to receive the same privileges as their white peers. In other countries, however, there are other groups that face similar struggles. Discrimination and oppression based on religion, ethnicity, socio-economic status, political affiliation, and caste are just a few categories. However, education is a root for widespread societal change, making it essential that educators and systems of education enact the changes that need to occur to achieve equity for the groups being oppressed. Education as the Driving Force of Equity for the Marginalized highlights international research from the past decade about the role education is playing in the disruption and dismantling of perpetuated systems of oppression. This research presents the context, ideas, and mechanics behind impactful efforts to dismantle systems of oppression. Covering topics such as teacher preparation, gender inequality, and social justice, this work is essential for teachers, policymakers, college students, education faculty, researchers, administrators, professors, and academicians.

By using this book, practitioners can explore the different ways in which marginalisation is experienced by pupils and, in so doing, create a classroom that is all the more inclusive.

While we hear much about the "culture of poverty" that keeps poor black men poor, we know little about how such men understand their social position and relationship to the American dream. Moving beyond stereotypes, this book examines how twenty-six poverty-stricken African American men from Chicago view their prospects for getting ahead. It documents their definitions of good jobs and the good life--and their beliefs about whether and how these can be attained. In its pages, we meet men who think seriously about work, family, and community and whose differing experiences shape their views of their social world. Based on intensive interviews, the book reveals how these men have experienced varying degrees of exposure to more-privileged Americans--differences that ground their understandings of how racism and socioeconomic inequality determine their life chances. The poorest and most socially isolated are, perhaps surprisingly, most likely to believe that individuals can improve their own lot. By contrast, men who regularly leave their neighborhood tend to have a wider range of opportunities but also have met with more racism, hostility, and institutional obstacles--making them less likely to believe in the American Dream. Demonstrating how these men interpret their social world, this book seeks to de-pathologize them without ignoring their experiences with chronic unemployment, prison, and substance abuse. It shows how the men draw upon such experiences as they make meaning of the complex circumstances in which they strive to succeed.

“This book is a daring intervention to get us back in the game—and a witty, delightfully personal meditation on collective power.” —Naomi Klein The energy on the left has never been higher. But because there are so many issues to tackle, each one more urgent and divisive than the next, some say progressives will once again fail to seize the moment and gain real power. But what if we’re getting the story all wrong? In The Marginalized Majority, Onnesha Roychoudhuri makes the galvanizing case that our plurality of identities is not only our greatest strength, but is also at the indisputable core of successful progressive change throughout history. From the civil rights movement to the Women’s March, mainstream media to Saturday Night Live, Roychoudhuri illuminates how historical narratives are written and, by holding the myths about our disenfranchisement up to the light, reveals we have far more power than we’re often led to believe. With both clear-eyed hope and electrifying power, she examines our ideas about what’s possible, and what’s necessary—opening up space for action, new realities, and, ultimately, survival. Now, Roychoudhuri urges us, is the time to fight like the majority we already are.

Online instruction is rapidly expanding the way professors think about and plan instruction. In addition, online instructional practices are expanding and changing as new tools and strategies are adopted. It is imperative that programs and institutions of higher education explore increased online options that align with best practices to develop effective and engaging online courses. The Handbook of Research on Developing Engaging Online Courses is an essential research publication that provides multiple perspectives on improving student engagement and success in online courses. This book includes topics focused on the online learner, online course content, and effective online instruction. The content contained within the title is ideal for curriculum developers, instructional designers, IT consultants, deans, chairs, teachers, administrators, academicians, researchers, and students.