This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.

This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries and seeks to raise awareness of this forgotten minority and to assess the policies implemented to integrate the Roma people into the education system.

Educational inequalities have strongly impacted disadvantaged and underservedpopulations such us indigenous, Roma, migrant children, students with disabilities,and those affected by poverty. A wide array of research has contributed toexplaining the mechanisms and effects of inequalities in the achievement patterns,dropout rates, disengagement in the school experiences of children and youthtraditionally excluded. Research also suggests the negative consequences for childdevelopment – including cognitive, language, and social–emotional functioning – ofpoverty and lack of quality education in the early years. Consequently, the currentunequal access to optimal learning environments for every single child to succeedin education and to have a better life perpetuates the exclusion and neglects theright to education for those minorities. This Research Topic aims at moving beyondcauses and shed light upon effective solutions by providing successful pathways forintegration and inclusion of the learners most heavily affected. Scholars worldwide are looking for successful actions with children, youth, andcommunities of learners historically underserved to overcome educational andsocial exclusion. These transformative approaches go beyond the deficit thinkingand are grounded in theories, empirical evidence, and multidisciplinary interventionsoriented towards achieving social impact, which refers to the extent to which thoseactions have contributed to improve a societal challenge. The international networkof “Schools as Learning Communities” is advancing knowledge on deepening andexpanding the impact of what has been defined as Successful Educational Actions(SEAs); that is, those interventions that improve students’ achievement and socialcohesion and inclusion in many diverse contexts, regardless the socioeconomic,national, and cultural environment of schools. Drawing on the evidence generated by this network of researchers to address the globalchallenge of inequality by studying educational actions oriented towards achievingsocial impact and potentially transferrable to other contexts, this Research Topic aimsat deepening on this approach. In short, our purpose is that the contributions includedin this Research Topic contribute to reduce educational and social inequalities andespecially benefit those populations most in need.

This handbook provides a detailed overview of the emotional, physical, and social implications of anger, aggression, and violence. The book covers the recognition, diagnosis, and evaluation of these areas, aiming to understand the aetiology of these behavioral features to assist with prevention and cure. The book is divided into eight sections: Placing Aggression, Anger, Aggression and Violence In Context Causes and Precipitation of Anger, Aggression and Violence Features of Anger, Aggression and Violence Anger, Aggression and Violence in Defined Disorders and Conditions Physical Measures of Pathology and Insights: Genetics Physical Measures of Pathology and Insights: Non-Genetic Treatments and Therapies Methods and Techniques Handbook of Anger, Aggression, and Violence will be of use for behavioral scientists, psychologists, psychiatric nurses and doctors, neurologists, health scientists, general practitioners, research scientists and all those interested in altered behavior.

This book addresses one of the most serious societal questions of our time: how to create new spaces and frameworks for minority recognition given the State-centric sovereignty discourse and the persisting equality jargon that dominate today's world. By so doing it approaches minority rights by means of a critical engagement with its underlying premises. Notably, it makes attempts to both construct and reconfigure neglected legal categories, in particular collective rights, and to deconstruct domestic constitutional orders. More precisely, it does so through diametrically opposed levels of analysis, that is top-down and bottom-up logics, by exploring sociolegal strategies, forms and formats of governance on the one hand, and grassroots demands on the other. Drawing on empirical findings in Europe and Latin America, the book gives us a sense of how recognition needs to be contextualised against the background of right-wing trends in Europe and the re-building of the State in the Andes. This is a fascinating study of one of the key questions engaging human rights, minority studies and discrimination law.