This book examines how the concept of disability is starting to take root in the Japanese school system, and what the implications are for parents, teachers, policy makers, and other stakeholders.

Toledo examines reports of numerous radical God-encounters experienced by children after they were taught about the power of the Holy Spirit: visions, miracles, travail, prophetic evangelism, marketplace intercession, and prophecy.

This book combines history, sociology, psychology and educational policy in research on a 40-year, crucial phase of development of ethnic identity, ethnic relations and educational and social policies for children in England, from pre-school to secondary school. The authors show how nursery children of different ethnicities interact in beginning their identity journeys in a culture of both inequality, and evolving ethnic relationships and patterns of harmony, in Britain’s developing multicultural society. In looking at self-concept development in secondary school children through the lens of various kinds of child maltreatment, Alice Sawyerr and Christopher Bagley argue that ethnic minority children are psychological survivors, and African-Caribbean girls especially are making strong identity steps – it is the “poor whites” who will make up the precariat, the reserve army of labour, who are left behind in structures of inequality.