List of Titles

Inclusion, equity, diversity, and social justice in education in the twenty-first century

- Goriss-Hunter, Anitra, Burke, Jenene, Weuffen, Sara, Plunkett, Margaret, Emmett, Susan

Authors: Goriss-Hunter, Anitra , Burke, Jenene , Weuffen, Sara , Plunkett, Margaret , Emmett, Susan
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 1 p. 1-10
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Description: The chapter offers a road map that charts the key issues raised in this edited collection that contributes to the United Nations Sustainable Development Goal (SDG) series. Throughout the book, questions are raised, tensions observed, and practices highlighted, often through passionate discussion, regarding the ways in which considerations of equity, inclusion, and social justice are configured, challenged, observed, or ignored in a range of educational settings. All chapters address the United Nations Sustainable Development Goal 4: Quality Education which advocates for the provision of inclusive and equitable education and the promotion of lifelong learning for all. This chapter extends the focus of diversity, inclusion, and social justice to examine the inclusive approaches embedded in the production of the book. Rejecting potentially exclusionary publication processes, the editors mobilized inclusive approaches to selecting, reviewing, and editing chapters and the development of edited scholarship. Focusing on connections and capacity building, a diverse range of authors, reviewers, and editors worked together in a supportive, inclusive, and encouraging framework to produce an interwoven contemporary narrative about the state of diversity and inclusion in mainstream education settings.

Identity and intersectional responsive pedagogy in higher education : insights from two locations in regional and urban Australia

- Goriss-Hunter, Anitra, Archer, Verity, Arvanitakis, James

Authors: Goriss-Hunter, Anitra , Archer, Verity , Arvanitakis, James
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 13 p. 181-196
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Description: In this chapter, we investigate the ways in which academics’ identity factors can impact their work experiences and pedagogies in two Australian tertiary institutions. While there is a body of literature that interrogates the concept of diversity in higher education, most of the research focuses on diverse student populations rather than examining academic diversity. Current research does not explore in depth the ways in which intersections of identity factors such as gender, race, class, and able-bodiedness might impact academics’ experiences in the chiefly middle-class-institutions that comprise the Australian Higher Education landscape. The authors employed a mixed methods approach. To collect data for the project, we constructed an anonymous online Qualtrics survey and invited participation from academics working at one regional and one urban university. The survey consisted of a mixture of open and closed questions concerning the relationship between identity and teaching approaches within universities. Responses were coded, and common themes were examined by the researchers using an intersectional approach. The survey findings reveal that academics who identify as equity group members see these identities as a strength in teaching and interactions with students, however, these identities sometimes give rise to tensions with colleagues and can be seen as a barrier to career progression.

Working towards a sustainable, responsive, inclusive, and diverse global education future

- Weuffen, Sara, Burke, Jenene, Goriss-Hunter, Anitra, Plunkett, Margaret, Emmett, Susan

Authors: Weuffen, Sara , Burke, Jenene , Goriss-Hunter, Anitra , Plunkett, Margaret , Emmett, Susan
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 19 p. 277-286
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Description: In this chapter, we synthesise the interwoven narrative presented in this edited collection that interrogates discourses and policies of inclusive education, foregrounds the lived realities of diverse cohorts, and offers new ways of thinking and acting through a process of capacity building. Through thematic analysis, we analyse emergent themes pertaining to diversity and inclusion to illuminate the divergence between rhetoric and practice where the provision of quality education is concerned. Ultimately, we question whether the United Nations Sustainable Development Goal 4 of quality education for all is being actualised in the twenty-first century and offer provocations on the possibilities of actualising a sustainable, responsive, inclusive, and diverse education future globally.

Implementing inclusive pedagogies : what regular primary classroom teachers know and do

- Elvey, Moya, Burke, Jenene

Authors: Elvey, Moya , Burke, Jenene
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 14 p. 199-215
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Description: Ensuring that all students have access to learning in an inclusive classroom requires the application of complex and highly skilled craft knowledge by the classroom teacher. Teacher skills and attitudes, the pedagogical strategies they adopt, and the curriculum they teach are critical factors in ensuring inclusive and equitable practices are embedded in education systems. This chapter is concerned with teacher craft knowledge in relation to teaching students with impairments in inclusive classrooms. In this chapter, the teaching practices and craft knowledge of a selected group of eight practicing primary school teachers in the state of Victoria, Australia, will be examined against eight strands of inclusive teaching practice identified by the authors to interrogate the actions, beliefs, and practices that assisted the teachers in implementing inclusive education in their classrooms. When the strands are entwined, they represent a teacher’s holistic praxis. The strategies that the research participants used to support students with diverse needs, particularly strategies that had the potential to enhance the learning of all students, will be explored. Rather than focus on a lack of action regarding the implementation of inclusive education, the chapter will develop understanding about what works and identify and interrogate how inclusive practices are enacted by classroom teachers. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Policy, discourse and epistemology in inclusive education

- Burke, Jenene, Goriss-Hunter, Anitra, Emmett, Susan

Authors: Burke, Jenene , Goriss-Hunter, Anitra , Emmett, Susan
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
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Description: This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse; people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Parent–teachers : experiences of supporting our children with dis/ability in schools

- Claughton, Amy, Weuffen, Sara, Robertson, Deborah, Nice, Kylie

Authors: Claughton, Amy , Weuffen, Sara , Robertson, Deborah , Nice, Kylie
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 10 p. 139-151
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Description: An issue that every parent who teaches needs to consider is how they will be involved in their child’s schooling. Parents who teach are parents of children with dis/ability who face greater tension, inhabiting a para-professional world of advocacy, expertise, and often, primary care, in ever interchanging combinations. Underpinned by an autoethnographic methodology, this chapter offers reflective vignettes from the authors to interrogate the inclusive nature of pedagogies used in regular school settings. This chapter builds upon the existing body of autoethnographic literature, yet offers unique insights into parent perceptions and representations of the experiences of children with dis/ability at school. It offers the opportunity for reflective awareness of inclusive education in regular schools from the perspective of parent–teachers with a particular focus on their own experiences. This chapter also examines cultural elements of language, interactions, and actions in schools through common threads including the construction of behaviour, the role of the mother, and inclusive strategies. The social construction of dis/ability and implementation of inclusion in regular schools is illuminated in the discussion of this chapter. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

A possible me? Inspiring learning among regional young people for the future world of work

- Glowrey, Cheryl, Levy, Stuart, Green, Monica, Fletcher, Anna, Plunkett, Margaret

Authors: Glowrey, Cheryl , Levy, Stuart , Green, Monica , Fletcher, Anna , Plunkett, Margaret
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 8 p. 109-124
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Description: This chapter examines discourses that address the obstacles confronting regional youth transitioning to the future world of work (WoW). Mainstream discourses associated with cultural capital and youth aspirations tend to be deficit focused, highlighting perceived challenges and limitations. As such, this chapter adopts new lenses using possible selves and self-determination theories to inform strategic approaches to support youth transitions into the future WoW in the Latrobe Valley, Australia. These support the United Nations’ Sustainable Development Goal (SDG) 4, Quality Education, which promotes educational opportunities that contribute towards a progressive and healthy society. They also link closely to SDG 8, Decent Work and Economic Growth. It is widely accepted that schools, families, industries and communities in partnership have vital roles in preparing young people for the changing WoW and their future lives. The literature informing this chapter identified that interventions to sustain Middle Years student aspirations require active rather than passive experiences with the WoW and are particularly pertinent for regions such as the Latrobe Valley, as they transition away from trades related work roles to an uncertain future. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Issues and solutions : a literature review of the deficit discourses concerning under-represented students

- Larsen, Ana, Frost-Camilleri, Liam

Authors: Larsen, Ana , Frost-Camilleri, Liam
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 4 p. 43-55
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Description: The United Nations (UN) fourth Sustainable Development Goal (SDG) is to provide quality education for all. This chapter is a scoping literature review which outlines the historical development of deficit discourses concerning under-represented students in higher education within an Australian context. Under-represented students are defined as those from government specified equity groups or those that have been highlighted as at risk in the literature. These student groups are identified as requiring additional learning supports to those typically available. This chapter then highlights the complexity of defining deficit discourses. The impact of deficit discourses on under-represented students is summarised from how it is presented in the literature. The solutions that are proposed in the literature are summarised with the aim of highlighting the current literature that applies to the UN SDG4. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Bridges and barriers : building an innovative model of support for teachers of students with ASD

- Holcombe, Wendy, Plunkett, Margaret

Authors: Holcombe, Wendy , Plunkett, Margaret
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 15 p. 217-232
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Description: This chapter outlines the development of a planning tool for teachers who find themselves challenged by mainstream narratives associated with meeting the diverse needs of their students with autism spectrum disorder (ASD). The United Nation’s Sustainable Development Goal (SDG) 4 requires equitable quality education for all, yet research indicates that for many learners with additional educational needs, a significant gap exists between legislative intent and practical implementation. Many students with ASD are very adept learners, but their educational experience and outcomes are not always commensurate with their capabilities. New conceptions of challenges, needs, strengths and support can promote improved understanding and offer meaningful guidance to inform inclusive planning. The Bridges and Barriers Model of Support (BBMS) (Holcombe and Plunkett in Aust J Teach Educ 41:27–47, 2016), which emerged from research into the perspectives of educators working with students with ASD, uses a strength-based approach to target identified barriers through bridging supports and strategies. The structure of the profiling system captures consistent and evolving data that can empower student, staff and school success leading to ongoing and lifelong learning opportunities. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

African girls’ experiences of gender in school communities: observations and reflections from a researcher

- Oxworth, Catherine

Authors: Oxworth, Catherine
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals p. 153-165
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Description: Drawing upon observations, reflections and conversations with teachers, parents, children, and community members, this chapter aims to highlight African girls’ experiences of gender in two different school communities in Kenya and Zambia. It presents some of the gendered encounters that occurred throughout a six-month research period, through the journal entries and recollections of the researcher, in the two communities. The journal entries are all considered with respect to the Sustainable Development Goals (SDG) of SDG4 Quality Education and SDG5 Gender Equality (United Nations, Department of economic and social affairs—sustainable development. United Nations, 2021b). In order to develop an inclusive environment for African girls in mainstream primary school education, it is important to understand something of the experiences of gender within their school communities. The insights in the journal entries confirm the necessity of aiming for the 2030 SDG targets of eliminating gender disparity and discrimination, eliminating violence against women and girls, ensuring leadership positions for women, ensuring inclusive educational environments, and ensuring access to sexual and reproductive rights of girls. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Insights into the education system in india and the current impact of COVID-19 on child rights

- Rana, Anjali, Daniel, Rachel

Authors: Rana, Anjali , Daniel, Rachel
Date: 2023
Type: Text , Book chapter
Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 6 p. 77-90
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Description: This chapter provides insights into the education system in India and its metamorphosis from traditional face-to-face to virtual learning, focusing on the impact on child rights in the COVID-19 pandemic. The discontinuation of conventional teaching in educational institutions in India has significantly impacted primary, secondary and tertiary education in diverse ways. School students, however, are facing further complications that go beyond the deferment of classes. The achievements of the United Nations (UN) Sustainable Development Goals (SDGs) of Quality Education (Goal 4) and Peace, Justice and Strong Institutions (Goal 16) have been set back due to COVID-19 exacerbating existing inequalities in the education system. The pandemic has further highlighted concerns for the safety of children in India who are affected by school closures. The issues relate to children’s experiences in virtual environments as well as in their homes and communities. This chapter highlights the violation of child rights in India and its psychological impact on children, along with the long-term implications on the education sector. The authors conclude by critically examining the impact of a pandemic on children from a rights-based perspective and exploring future directions to work towards the fulfillment of the UN SDGs pertaining to quality education, peace and justice. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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