Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals

Foreword
Acknowledgements
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
1 Inclusion, Equity, Diversity, and Social Justice in Education in the Twenty-First Century
	Abstract
	1.1 Inclusion, Equity, Diversity, and Social Justice in Education
	1.2 A Critical Exploration of the Sustainable Development Goals
	1.3 Part I Interrogating Perspectives of Diversity and Inclusion
	1.4 Part II Foregrounding Diverse Voices and Inclusive Practices
	1.5 Part III Disrupting Mainstream Education Through Capacity Building
	References
Interrogating Perspectives of Diversity and Inclusion
2 Policy, Discourse and Epistemology in Inclusive Education
	Abstract
		2.1.1 United Nations Sustainable Development Goals
	2.2 Human Rights
	2.3 Ethical Responsibility
		2.3.1 Inclusive Education
	2.4 Diversity
		2.4.1 Discourse and Epistemic Value
	2.5 Difference and Intersectionality
		2.5.1 Sustainable Development Goals
	References
3 The Wicked Problem of Social Equity in Higher Education: The Conflicting Discourses and the Impact of COVID-19
	Abstract
	3.1 Introduction
	3.2 Social Equity Discourses
		3.2.1 The Meritocratic Discourse
		3.2.2 The Economist Discourse
		3.2.3 The Social Justice Discourse
		3.2.4 The Human Potential Discourse
			3.2.4.1 Summation and Implications of These Discourses
	3.3 The Australian Political Context: 1957–2008
	3.4 The Australian Political Context: 2008 to Present
	3.5 The COVID-19 Pandemic
		3.5.1 COVID-19 and the Economic Loss from Declines in International Students
		3.5.2 The Pandemic and the Emergency Move to Remote Teaching
	3.6 Conclusion
	References
4 Issues and Solutions: A Literature Review of the Deficit Discourses Concerning Under-Represented Students
	Abstract
	4.1 Introduction
	4.2 Method
	4.3 Historical Development of Deficit Discourses
		4.3.1 Definitions of Deficit Discourse
		4.3.2 The Impact of Deficit Discourses
	4.4 Solutions to Deficit Discourses
		4.4.1 Changing Views
		4.4.2 Changes to Pedagogy, Curriculum, and Policy
		4.4.3 Move Away from Neo-liberalism
		4.4.4 Developing Agency
		4.4.5 Embracing Alternative Pathways
		4.4.6 Additional Research
	4.5 Limitations
	4.6 Conclusion
	References
5 Learning Through an Undisciplined Lens: The Centring of Indigenous Knowledges and Philosophies in Higher Education in Australia and Sweden
	Abstract
	5.1 Introduction
	5.2 Methodology
	5.3 Part 1: Four Narrative Autoethnographies
		5.3.1 Jillian’s Story—Centring Indigenous Standpoints in Theory and Practice
		5.3.2 Sheelagh’s Story—Learning on Country
		5.3.3 Melissa’s Story—‘Indigenisation’ of Geography Curricula
		5.3.4 Kristina’s Story—Decolonising Design Through “Hi/Stories of Change”
	5.4 Part 2: An Overarching Narrative of Theory, Practice and Presence
		5.4.1 Theorising Through an Undisciplined Approach
		5.4.2 Exposing the Biases of How History Favours the Oppressor
		5.4.3 Theoretical Constructs of First Nations Peoples and Cultures
	5.5 First Nations Presence Within Education
		5.5.1 Creating a Space for Indigenous Knowledges in Education
	5.6 Part 3: A Critical and Contextual Analysis—Findings and Recommendations
		5.6.1 Re-negotiation of Power
		5.6.2 Critical Self-reflection
		5.6.3 The Need to Be Counter-Hegemonic
	5.7 Final Thoughts
	References
6 Insights into the Education System in India and the Current Impact of COVID-19 on Child Rights
	Abstract
	6.1 Introduction
		6.1.1 United Nations Sustainable Goals
		6.1.2 School Closures
		6.1.3 Remote Learning and Lack of Digital Infrastructure
		6.1.4 Disengagement from Education
		6.1.5 Repercussions for Students
			6.1.5.1 Violation of Child Rights
	6.2 Child Sexual and Physical Abuse
	6.3 Emotional State of Children
	6.4 Restricted Movement-Developmental Challenges
	6.5 Digital Learning-Positives
	6.6 Conclusion
	References
7 The Fallacy of Cultural Inclusion in Mainstream Education Discourses
	Abstract
	7.1 Setting the Scene
	7.2 Examining Culturally Inclusive Pedagogy of Australian History
		7.2.1 Learning from Participants’ Stories
			7.2.1.1 Exploring Counter/Narratives
	7.3 Implications for Inclusive Teaching
	7.4 Moving to a More Inclusive Space?
	Acknowledgements
	References
Foregrounding Diverse Voices and Inclusive Practices
8 A Possible Me? Inspiring Learning Among Regional Young People for the Future World of Work
	Abstract
	8.1 Introduction
	8.2 The Context of the Latrobe Valley in Gippsland, Victoria
	8.3 Review of Related Literature
		8.3.1 Global and Local Research into the WoW Expectations of Young People
		8.3.2 Self-determination and Possible Selves Theory: Inspiring Learning Among Regional Middle Years Students for the Future World of Work
		8.3.3 The Challenges Faced in the World of Work for Regional Students
		8.3.4 Current Initiatives and Innovative Responses for Schools
	8.4 Future World of Work Possibilities in the Region and a Possible Me
	References
9 Do not Enter? An Autoethnographic Encounter with Policy and Practice Workforce Agendas in Early Childhood Education and Care
	Abstract
	9.1 Introduction
	9.2 Assemblage of the Literature: Analysis
		9.2.1 Discourses of Productivity Within Early Childhood Education and Care (ECEC): The Productive Teacher
			9.2.1.1 Early Childhood and Nationalised Reforms in Australia
			9.2.1.2 Early Childhood Teacher Registration—Victorian Context
		9.2.2 Discourses of Medicalisation and Health: The (Un)healthy Teacher
			9.2.2.1 In(Ex)clusion and Teacher Registration
		9.2.3 Discourses of Riskiness and Disclosure: The At-Risk Teacher
			9.2.3.1 Risking Employment
	9.3 Methodology
		9.3.1 Deleuze and Guattari—Mapping Assemblages, Lines, and Rhizomes
	9.4 Visualising Broad Impacts of In(Ex)clusion: An Encounter
		9.4.1 Drawing with/in In(Ex)clusion in an Art Space: Analysis
	9.5 Conclusion: Entangling the Impacts
	Acknowledgements
	References
10 Parent–Teachers: Experiences of Supporting our Children with Dis/ability in Schools
	Abstract
	10.1 Introduction
	10.2 Access, Rights, Education, and Dis/ability
	10.3 Methodology and Methods
		10.3.1 An Ethical Pause
		10.3.2 Vignettes
			10.3.2.1 Vignette 1: Anna and Alex
			10.3.2.2 Vignette 2: Chris and Quinn
			10.3.2.3 Vignette 3: Darcy and Morgan
	10.4 Discussion
		10.4.1 The “Naughty” Child
		10.4.2 The Reliance on Mother: Caregiver and Problem Solver
			10.4.2.1 Hard Won Knowledge: The Struggle of Diagnosis
		10.4.3 Resetting the Bar
		10.4.4 When It Works, It Works
	10.5 A Message of Hope
	References
11 African Girls’ Experiences of Gender in School Communities: Observations and Reflections from a Researcher
	Abstract
	11.1 Introduction
	11.2 Background
	11.3 Quality Education and Gender Equality
	11.4 The Research Locations
		11.4.1 Zambian Rural School Community
		11.4.2 Kenyan Urban School Community
	11.5 Methods
	11.6 Conversations, Observations, and Reflections
	11.7 Journal Entries
		11.7.1 Journal Entry 1—Conversation with Female Teachers—Zambia
		11.7.2 Journal Entry 2—Observations of Independence Day—Zambia
		11.7.3 Journal Entry 3—Conversations with the Primary School Leaders—Kenya
		11.7.4 Journal Entry 4—Reflections of a Conversation with a Father—Kenya
		11.7.5 Journal Entry 5—Observations Concerning Health and Hygiene for Girls—Zambia
		11.7.6 Journal Entry 6—Conversations with the High School Teachers—Zambia
		11.7.7 Journal Entry 7—Conversations with the Deputy Head Teacher—Zambia
		11.7.8 Journal Entry 8—Conversations with the Deputy Head Teacher—Kenya
		11.7.9 Journal Entry 9—Observations of a Teacher—Kenya
		11.7.10 Journal Entry 10—Observations of an Incident in Standard 1—Kenya
	11.8 Conclusion
	References
12 Social and Cultural Capitals of Parents from Indian Immigrant Background: A Case for Developing Children’s STEM Learning
	Abstract
	12.1 Introduction
	12.2 STEM Capital and Social Change
	12.3 Theoretical Framework
	12.4 Understanding Equitable Opportunities for Children’s STEM Engagement
	12.5 Research Design and Methods
		12.5.1 Reliability and Validity
		12.5.2 Data Analysis
	12.6 Findings
		12.6.1 Embodying Mixed Beliefs About STEM Engagement (Cultural Capital)
		12.6.2 Embodying High-Quality Aspirations to Engage Children in STEM Learning (Cultural Capital)
		12.6.3 Parental Difficulties of the Know-Hows of Accessing STEM Education and Resources (Social Capital)
	12.7 Discussion
	12.8 Conclusion
	Acknowledgements
	References
13 Identity and Intersectional Responsive Pedagogy in Higher Education: Insights from Two Locations in Regional and Urban Australia
	Abstract
	13.1 Introduction
	13.2 Literature Review
	13.3 Methodology
		13.3.1 Participants
		13.3.2 Procedure
	13.4 Findings/Discussion
		13.4.1 Career Trajectory
		13.4.2 Identity and Interactions with Colleagues
	13.5 Intersectional Responsive Pedagogy
	13.6 Teaching Philosophy and What to Teach
	13.7 Conclusion
	References
Disrupting Mainstream Education Through Capacity Building
14 Implementing Inclusive Pedagogies: What Regular Primary Classroom Teachers Know and Do
	Abstract
	14.1 Introduction
		14.1.1 Disability Studies in Education
		14.1.2 Inclusive Education
		14.1.3 Teacher Craft Knowledge
	14.2 A Framework for Inclusive Education: Identifying and Unravelling the Strands
		14.2.1 The Index for Inclusion (Booth and Ainscow 2002, 2011)
		14.2.2 The Inclusive Pedagogical Approach in Action Framework (Florian 2014)
		14.2.3 Descriptors of Differentiated Classrooms (Tomlinson 2014)
	14.3 Methodology
		14.3.1 Teacher Participants
	14.4 Results and Discussion
		14.4.1 Strand 1 Classroom Planning
		14.4.2 Strand 2 Student Engagement
		14.4.3 Strand 3 Valuing Diversity
		14.4.5 Strand 5 Learner Interaction
		14.4.6 Strand 6 Formative Assessment
		14.4.7 Strand 7 Respectful Relationships
		14.4.8 Strand 8 Supportive Partnerships
	14.5 Effective Teaching, Inclusive Teaching: Entwining the Strands
	14.6 Conclusion
	Acknowledgements
	References
15 Bridges and Barriers: Building an Innovative Model of Support for Teachers of Students with ASD
	Abstract
	15.1 Introduction
	15.2 ASD in Education
	15.3 Exploring the Context
	15.4 What the Literature Tells Us
		15.4.1 Prevalence of ASD is Increasing
		15.4.2 Understanding ASD is Complicated
		15.4.3 A Dilemma for Teachers of High-Functioning Learners with ASD
		15.4.4 Mental Health, Well-Being and Learning
	15.5 Background to the Study
	15.6 How the Study Was Conducted
	15.7 What the Study Found
	15.8 Lessons Learned
	15.9 A Final Word
	References
16 Digital Technology for Inclusive Education: Reflecting on the Role of Teachers
	Abstract
	16.1 Introduction
	16.2 Digital Technology in Education
	16.3 Social Justice and Nancy Fraser
	16.4 Research Studies
		16.4.1 Rural Teachers and Professional Learning
		16.4.2 Teaching During Lockdown
	16.5 Teachers Use of Digital Technology
	16.6 Conclusion
	Acknowledgements
	References
17 Moving Towards a Sustainable Future for Women in Afghanistan Through Increased Tertiary Education Participation: Challenges and Possibilities
	Abstract
	17.1 Introduction
	17.2 The Context for Education in Afghanistan
		17.2.1 Key Challenges Associated with the Afghanistan Education System
		17.2.2 Women’s Participation in Education
		17.2.3 Education: Rights and Benefits
	17.3 Summary and Conclusion
	Acknowledgements
	References
18 The Role of International Study Tours in Cultivating Ethnocultural Empathy: Preservice Teacher Standpoints
	Abstract
	18.1 Introduction
	18.2 Literature Review
		18.2.1 PSTs and Intercultural Empathy
	18.3 Research Context
		18.3.1 Student Cohort
		18.3.2 Research Method
		18.3.3 Data Collection Tools
		18.3.4 Data Analysis
	18.4 Findings and Discussion
		18.4.1 Ethnocultural Empathy is Unattainable for PSTs When There is an Inability to See the World from Multiple Lenses
		18.4.2 Ethnocultural Empathy is Enriched Through Constructive Dialogue with a Guided Other that Involves Reflection in and on Action
		18.4.3 An Immersive Intercultural Experience Helps Foster Ethnocultural Empathetic Standpoints
	18.5 Conclusion
	Acknowledgements
	References
19 Working Towards a Sustainable, Responsive, Inclusive, and Diverse Global Education Future
	Abstract
	19.1 The State of Quality Inclusive and Diverse Education in the Twenty-First Century
		19.1.1 Discourses and Policies
		19.1.2 Lived Experience
		19.1.3 Capacity Building
	19.2 Is a Sustainable, Responsive, Inclusive, and Diverse Global Education Future Possible?
	References
Author Index