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This article comprises a set of commentaries for the paper written by Carroll and Esposito Amideo from different scholars and OR practitioners. The commentaries agree on the importance of documenting the gender situation across the OR community and the need to address it through multiple actions. [ABSTRACT FROM AUTHOR]

The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children’s skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from Shanghai-China. Moreover, by considering children’s responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond. [ABSTRACT FROM PUBLISHER]

This article discusses some of the main findings of a Critical Discourse Analysis of two landmark documents in Irish adult education: Learning for Life: The White Paper on Adult Education (DES, 2000) and the Further Education and Training Strategy (SOLAS, 2014) (from here on referred to respectively as the White Paper and the FET Strategy). The diachronic approach taken by this inquiry permits an exploration of the ways in which language in policy documents has changed over time, particularly in terms of how policy addresses educational inequality. It is in this way that the notion of a discursive shift could be explored, setting this change in language in starker relief. Policy as discourse shapes the formation of this inquiry so the article briefly explicates the approach taken to a Critical Discourse Analysis. Considerations of methodological nationalism widened the focus to consider the influence of European Union (EU) policy discourses specifically in Irish policy formation and these discourses in the statecraft of the EU and nation states. It is from this perspective that the Irish story is also a European one, so the article analyses how the White Paper and the FET Strategy were framed by the EU policy discourses of 'lifelong learning' and 'skills' respectively. As part of this analysis, this article considers the significance of the redefinition of the notion of 'inclusion' to 'active inclusion' and the sharpening of 'evidence based' discourse in policy resourcing of adult education provision. Finally, the article briefly elaborates on the authors' experience of this research and the value of Critical Discourse Analysis as a normative force and a tool for advocacy. [ABSTRACT FROM AUTHOR]

The realisation of the common wealth of all people has become the theme of the new era, and how to promote the process of realising common wealth in a solid and effective manner has become an important issue that needs to be resolved urgently. Combined with the essential connotation of common wealth, it is believed that education plays an important role in improving the quality of nationals to promote the common wealth in a solid manner. Therefore, this paper focuses on the realisation path of education for common prosperity. In order to explore this issue, this paper has constructed the index of education development level and the coefficient of common wealth, which characterise the independent variable and the dependent variable respectively. At the same time, it empirically analyses the mechanism of education development level on common prosperity by using two-way fixed effect model. It is found that, firstly, from 2012 to 2020, the coefficient of common wealth in China shows an increasing trend, and it is higher in the eastern region than in other regions, and lowest in the western region; secondly, educational inequality hinders common wealth to a certain extent; thirdly, the average years of education of China's current employed population is low, which may have a negative impact on the common wealth; and fourthly, improving the level of education can significantly contribute to the realisation of common wealth. [ABSTRACT FROM AUTHOR]

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

The National Assessment Program for Literacy and Numeracy (NAPLAN) is intended to assess all Australian students in Years 3, 5, 7 and 9 to ensure equity and inclusion. This paper explores the extent to which equity and inclusion are achieved for students with disability through NAPLAN reporting. Document analysis of publicly accessible NAPLAN reports, technical reports, handbooks and protocols was conducted to evaluate how this cohort is represented in NAPLAN reports. This paper demonstrates the paucity of NAPLAN reporting about students with disability. It highlights opportunities for NAPLAN data from this cohort to be reported and used to inform educational decisions at all levels (teachers, schools, systems and parents) for students with disability. [ABSTRACT FROM AUTHOR]

Following government’s national lockdown measures in March 2020 for almost two years, COVID-19 protocols and guidelines were issued for use in public spaces in South Africa. This paper explores the disruptions and educational inequalities that were exposed by the COVID-19 pandemic following the strategies and interventions for teaching and learning adopted by schools and universities. An empirical study was conducted using in-depth telephonic and face-to-face interviews as the data collection methods. The sample included a total of five high schools, three of which were in the province of Kwa Zulu Natal (KZN), two in Gauteng while seven tertiary institutions were included in the study and three of which were universities located in KZN, two in the Eastern Cape, the one other in Gauteng including a private college also in Gauteng. This translated to a total of 11 participants, three of which had both high school and first year tertiary education experience during the period under review. The amassed data enabled this paper to capture the study population’s experiences of the COVID-19 national lockdown protocols and guidelines. The paper highlights the social inequalities that were illuminated by the impact of the pandemic which exposed the “digital divide” and the “digital inequality” among students. The data generated was coded and categorized into themes which helped in reflecting on the experiences of the study population during the period of the pandemic. The findings illuminated how COVID-19 exposed pre-existing inequalities in the education system, providing a more nuanced understanding of the aspects of the broader education sector. The paper adopts a social justice theoretical framework and argues that the turn to digital/blended teaching and learning, although it was beneficial, it did not eradicate social inequalities in education but contributed to some extent in deepening and reproducing them. A set of recommendations are proposed that could be helpful in mitigating against the social inequalities during times of social crises as social justice measures in the education sector in South Africa in the future. [ABSTRACT FROM AUTHOR]

e-Assessments have recently become a priority for effective education in South African higher education institutions, particularly during the COVID-19 pandemic. However, the implementation and implications of e-assessments in the context of Historically Disadvantaged Institutions (HDIs) are still in a simple conceptualisation phase due to many unattended challenges. This position paper investigates e-assessment implementation and its implications for the success of HDIs in South Africa. A desktop approach, involving the analysis of secondary data from university policy documents, government policies and reports, descriptions of internal processes, and copies of employee magazine articles, was used in the methodology in addition to the use of the Internet. No formal protocol or procedure of inquiry was adopted, although set criteria were used; for example, “e-assessment” was used as a search term. The aim of this paper is to highlight the success of implementing e-assessments in HDIs and to illustrate its implications in a conceptual model that can be used by universities to map its benefits and challenges to the appropriate role players. The findings of the paper identified challenges related to the shortage of resources, leadership, government funding as well as infrastructure. Misconceptions related to a lack of authenticity and credibility when an assessment is completed online without proctoring. [ABSTRACT FROM AUTHOR]

Systemic inequalities pervade our education systems worldwide. No time, like the present, is more apt for school principals to thwart inequalities and ensure that quality is infused in all classrooms and permeates the entire schooling system. This article contributes to the paper on how school principals may utilize their strategic leadership role to enhance the socially just experiences of learners in child-headed households (CHHs). The aim is to investigate and counter justice and equity violations of learners in CHHs, from the perspective of social action leadership theory (SALT) with the help of deconstruction of texts in the Children's Act, Policy on the South African Standard for Principals, and Revised White Paper on Families. The findings call attention to the human agency role of the principal to resist oppression in schools and promote equity and achieve justice and equity for learners in CHHs. Implications for a just strategic leadership plan to advance anti-oppressive practices for CHHs are shared. This article recommends that principals consider the recommended strategies to advance equity, enact human agency, and perform social justice to counter justice violations and prevent inequalities in school systems in their quest to realize equitable societies. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post COVID-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues. Our paper suggests that HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important for HE institutions to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic. [ABSTRACT FROM AUTHOR]

The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands in which the different papers converge and outline how they attempt to produce a shift in the understanding of educational justice; how they bring into view and touch upon ways of thinking through educational justice which have previously not received attention or been obscured by more conventional paradigms. Different papers do this in different ways, but there is a joint effort to self-critically turn philosophy onto itself as well as a common tendency towards what could be called a shift beyond discourse towards more worldly, materialistic, bodily and embodied notions of justice and injustice. [ABSTRACT FROM AUTHOR]

This paper empirically identifies three types of entrepreneurs in the Congolese informal sector, namely top-performers, constrained gazelles and survivalists. Based on logit and fixed effect OLS models, the paper finds that poverty and income inequality are more common among constrained gazelles and survivalists. Results also show that income inequality is explained mainly by educational disparities and lack of credit access among entrepreneurs. The outcomes of a Blinder-Oaxaca decomposition show that the performance of firms is a key factor in explaining differences in income. Moreover, the paper finds that human capital and managerial skills are important engines of performance. [ABSTRACT FROM AUTHOR]

Fifty years ago, higher education globally had started to change radically in terms of the proportion of young people enrolled in the system as well as society's expectations for what this would deliver. From the outset, Higher Education has featured research interrogating various aspects of inequality in higher education, including institutions and staff as well as students. This article offers an overview of that work. Our analysis is structured around three levels at which major questions on this topic have been framed and investigated. The macro level focuses on national systems and looks at widening participation, especially the increase in access to higher education for young people. The meso level mostly focuses on institutions and their engagement with organisational inequality. The micro level focuses on the lived experiences of academics, in this case focusing on gender and race. We adopted a thematic and purposive approach to article choice, ultimately selecting key papers for further illustrative analysis. In our analysis, we tracked changes in areas of empirical or other emphasis, the use of a variety of theoretical and epistemological frameworks and methods, policy recommendations, and the geographical locations of authors and their content. We noted a growing emphasis on intersectionality and a widening range of countries but also more critical analyses and suggestions for more radical changes in higher education systems. [ABSTRACT FROM AUTHOR]

We use eleven-plus test and appeals data obtained from a large local authority to explore how the process of admission to grammar schools produces such a strong social gradient in entry rates. We look at disparities between eleven-plus and subsequent SATs scores by social background for each element of the test. We then turn to whether the headteacher assessment panel seems to help or hinder poor students on the cusp of passing. Our analysis has implications for how to improve access to grammar schools for those from disadvantaged families. [ABSTRACT FROM AUTHOR]

In this conceptual paper, the author argues that equity research in mathematics education is a genre that operates according to certain implicit ideological and rhetorical rules and assumptions—or discursive formations—that form how one can think about equity and inequity. One such rule that forms the basis of this paper is the axiom of racialized deviance, a logical tool developed by whiteness to establish its dominance and to justify physical, psychic, and epistemic violence against blackness. The author takes up whiteness and blackness related to global systems of racialization beyond the reference to white and Black people that is more typical in the United States. The author proposes three ways that the deviance axiom shows up in equity research in mathematics education: ethnomathematics, repair orientations, and success counternarratives. This issue of racialized deviance unveils equity research in mathematics education as a project whose logical foundations undermine its stated aims. The logic of global white supremacy under which school mathematics operates creates a situation where it is impossible for equity in mathematics education to exist outside because the genre requires that anyone who elects to participate accepts the axiom of racialized deviance on some level. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goal 4 has commenced a global mandate to provide equitable access to quality education for everyone. In the Philippines, SDG 4 inaugurates the No Child Left Behind (NCLB) Policy. This brief argues that while the NCLB has ensured equal access to quality literacy education, it poses socioeconomic-based challenges, declining rate of parental involvement in their children's schooling, overemphasis on standardized tests, and the lack of community involvement towards literacy programs. The Holistic Literacy Enhancement Program (HLEP) is proposed in this paper to help address these challenges to NCLB. HLEP presents policy implications that could assist the NCLB in more efficient and effective implementation: equitable resource allocation, parental and community engagement, and culturally and linguistically relevant assessment tools. [ABSTRACT FROM AUTHOR]

Students living in poverty tend to perform worse in school than their peers from better-off families. This paper examines whether computer availability helps narrow down educational inequalities in Slovakia, using TIMSS and PIRLS data. The results show that computer availability in reading lessons improves reading scores and that the effect is higher for disadvantaged children. However, the computer availability does not render positive effects on scores in mathematics and science. Therefore, policies aiming to increase computer use in schools should also aim to identify ICT-based teaching methods that help students learn. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has emerged as a pivotal force in modern society, significantly impacting various sectors, including academia. This paper examines the broad implications of AI, particularly Large Language Models (LLMs), and their transformative potential across educational institutions. The San Jose State University's iSchool is highlighted as a case study, demonstrating its proactive approach to integrating nascent technologies and revising curriculum competencies to address AI's influence. As AI reshapes library and information science (LIS) education, the development of new competencies, such as data privacy and ethical AI use, becomes essential. Furthermore, the ethical and societal implications of AI, including potential inequalities and biases, are explored. The response of scholarly publishing communities, illustrated by the iSchool's Student Research Journal's policies, underscores the need for adaptable frameworks to manage AI's impact on research integrity. This paper advocates for immediate curriculum design adjustments and ongoing policy reviews to ensure responsible AI integration, emphasizing the importance of equitable access and the ethical use of AI technologies. [ABSTRACT FROM AUTHOR]

This paper theorises the role of men and mobilising masculinities in organisational change towards gender equality by investigating how change agents in academia give meaning to their involvement in such change. Via narrative inquiry I compare the working of emotions and affective solidarity in narratives of 15 male and female change agents at nine universities in four countries. The analysis shows that both male and female change agents mobilise different types of masculinities to foster gender equality: chivalrous masculinity, disruptive masculinity and inclusive masculinity. This paper contributes to the gender equality change literature by theorising masculinities as not only hindering but also potentially transforming organisations in the direction of gender equality. The interplay between knowledge and affect in the narratives of gender equality change agents suggests that interventions should aim to move emotions and support affective solidarity through recognising and understanding participants' experiences with systems of inequality. [ABSTRACT FROM AUTHOR]

An introduction to the topics discussed within the issue is presented, including the relevance of vulnerability to diversity teaching and humanizing higher education, experiences of school dropouts in Greece and the influence of household disadvantage on academic achievement inequality in Pakistan.

This paper aims to compare the educational attainment of a conflict region (the Deep South) and a non-conflict region (the rest of the South) of Thailand using the Socio-Economic Survey, 2015. This paper employs the Instrumental Variable approach and Oaxaca-Blinder decomposition in an intergenerational regression model. When controlling parental schooling, household income and size, religion, and gender, the results show that children from the Deep South obtain almost one year less schooling than children from the rest of the Southern region. Interestingly, Muslims are ahead in terms of educational attainment when compared to non-Muslims in the non-conflict region, but not in the conflict region. Females outperform males in both regions, but the coefficient of female dummy is higher in the non-conflict region. Moreover, the rate of intergenerational transmission of educational attainment is higher in the Deep South compared to that in the rest of the southern region, which may lead to long-term educational inequality in the Deep South region. The Oaxaca-Blinder decomposition confirms that the 40% schooling gap between these two regions is unexplained but might be due to the chronic social unrest. The findings of this paper show that customized educational reforms and policies to resolve the conflict in the Deep South of Thailand should be employed. [ABSTRACT FROM AUTHOR]

In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education'. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education. [ABSTRACT FROM AUTHOR]

Educational outcomes remain highly unequal within and across nations. Students' mindsets—their beliefs about whether intellectual abilities can be developed—have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners. [ABSTRACT FROM AUTHOR]

This paper delves into the complexities and dynamics of combined class teaching in Turkey, a pedagogical model predominantly necessitated by rural demographics and resource constraints. With approximately one-fourth of Turkey's primary schools employing this model, it presents unique educational challenges and opportunities that merit thorough investigation. This study synthesizes a range of data sources, including ministry reports, academic research, and case studies, to provide a comprehensive overview of the current state of combined class teaching across the nation. The analysis begins by contextualizing the socio-economic and demographic factors that necessitate the existence of combined classes, particularly in less urbanized areas. It explores how these factors influence educational strategies and outcomes, highlighting the adaptability and resilience required in these settings. Additionally, alternative educational models such as boarding schools and transported education are evaluated for their feasibility and potential impact on rural education. In synthesizing these findings, the paper offers a set of recommendations for policymakers, educators, and community stakeholders aimed at optimizing the combined class model to better serve the educational needs of rural populations. By addressing both the challenges and opportunities inherent in this model, the study aims to contribute to the broader discourse on educational equity and quality in Turkey, providing actionable insights for enhancing rural education systems in similar contexts globally. This comprehensive analysis not only underscores the critical role of combined class teaching in rural Turkish education but also serves as a foundation for future research and policy-making aimed at improving the efficacy of multigrade teaching practices. [ABSTRACT FROM AUTHOR]

This paper studies computer-based normalization of students' examination scores and grades in a percentage-based grading system. The reasons as to why the final results of multiple exams, with multiple shifts, varying difficulty and different evaluations, need to be adjusted to a notionally common scale for all candidates in a class, is highlighted. An adjusting application that accurately captures students' true performance across shifts for the same course, and thus distributes the scores more evenly over a range was written in Java programming language. The application was tested with sample scores for a class of university students enrolled in Introduction to Computer Science course, in which laboratory sessions, lectures and exams were administered by teaching assistants and instructors with varying knowledge, experience and difficulty. The study examines and resolves the problem of unintentional disparity and inconsistency in grading, and unreasonable ranking which tend to place the wrong students on academic probation. The results can be seen and utilized the same way across all the records in the database. This should help guidance counselors, educators, instructors and teaching assistants to build an equitable and dynamic culture of learning that gives all students a sense of purpose, regardless of their diverse backgrounds, behavior, attitude or participation in class sessions. [ABSTRACT FROM AUTHOR]

In today's digital age, access to quality education remains a pressing issue, especially for students in rural areas who face numerous challenges in pursuing their academic aspirations. This paper endeavors to address this educational divide by developing a comprehensive application "Rural EduRevamp" tailored to the unique needs of rural students. The core objective is to provide these students with essential study materials, a learning environment and a platform for participating in assessments. This multifaceted application is designed to level the educational playing field, ensuring that rural students have access to the same resources and opportunities as their urban counterparts. By granting students access to study materials through a user-friendly interface, we aim to break down geographical barriers and enhance the learning experience. Furthermore, the application incorporates a virtual assistant to maintain a supportive and engaging learning environment. This real-time oversight in the form of a virtual assistant helps students stay on track and receive the aid they need to excel in their studies. Additionally, the application facilitates assessments, enabling students to demonstrate their knowledge and progress, thereby fostering a culture of continuous learning and improvement. In summary, this application for rural education seeks to empower students by providing them with study materials and assessment tools, all aimed at improving educational outcomes and offering a path to a brighter future. This paper represents a significant step towards achieving equity in education. [ABSTRACT FROM AUTHOR]

Unequal access to university and the decision processes that give rise to it are important factors in the accumulation of educational inequalities. In this paper, we investigate a specific aspect of such decision processes by focusing on those students who change their original plans to start a (nontertiary) vocational education and decide to pursue a tertiary degree instead. In doing so, we find that more than one-fifth of the students in our sample who originally planned to pursue a vocational education change their original decision in this way. Moreover, while students from a more advantaged background are more likely to go to university in the first place, those among them that initially opted for a vocational education are also more likely to change their decision and go to university instead. We also find that parental preferences for tertiary education play an important role in the process of changing one's mind, even for adult children. Moreover, we find that differential parental preferences contribute to both the emergence of social background effects and—as a result—the perpetuation of educational inequalities. [ABSTRACT FROM AUTHOR]

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a 'circle of culture'. It delves into how popular knowledge can be experienced as popular power, narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour. [ABSTRACT FROM AUTHOR]

Since the beginning of higher education, universities have remained largely closed off spaces for disabled students. This paper examines how, and why, it has largely been in the last fifty years that these students have slowly been able to enter universities as the sector has made incremental improvements to enable the entry of students from different disability backgrounds. The paper aims to assess the positive steps universities have taken towards more inclusive practices for disabled students, while also using data sourced from a survey of disabled students studying in the Global North to consider what actions might increase equitable practices in university classrooms. Disabled students highlight that for all of the advances and support they receive, so often it is the fundamental elements of classroom inclusion that are still being overlooked, and subsequently, are creating barriers in even the earliest steps into their university careers. [ABSTRACT FROM AUTHOR]

In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused squarely on equity--what we define as reducing racial and other gaps in dominant outcomes. In so doing, CI has deprioritized justice, which we define as improving outcomes that center on the comfort, agency, and dignity of all students, but minoritized students (i.e., Black, Brown, LGBTQ+, disabled, multilingual youth, and working-class) in particular. In so doing, CI efforts risk upholding dominant schooling outcomes and accompanying practices that sort students into unequal categories, limiting the capability of minoritized students to reach their full potential, erasing and demeaning students' cultural wealth, knowledge, and identities, and restricting their access to rich learning opportunities. We argue for a continuous improvement for justice that: (a) confronts dominant outcomes rather than uncritically prioritizing them; and (b) aims to use its tools to create systems that prioritize outcomes that grant comfort, agency, and dignity to minoritized students and communities. [ABSTRACT FROM AUTHOR]

Introduction: This study examines storytelling's role in supporting organizational resilience for equitable STEM instruction by schools and districts. Within K-12 organizations, some practices may be perceived as mundane, but storytelling supports transformation toward achieving equitable STEM learning opportunities in a school. Therefore, storytelling is a means for achieving organizational resilience. Methods: Through a comparative case study design, this paper explores challenges identified by educational leaders through focus groups who worked with teams to activate interdisciplinary learning to support thriving STEM programming to enhance equitable science instruction. Results: We characterize STEM systems' social and organizational phenomena from three educational contexts. We start by sharing these systems' backgrounds and educational goals, with specific attentiveness to their STEM programming. We then share the stories told by their leaders to promote organizational resilience (these characteristics, as previously described, are italicized throughout this section) within each of the given contexts. Discussion: The STEM stories in this study shared the state of STEM within a school and district, the instructional mission of STEM, and a community STEM story. [ABSTRACT FROM AUTHOR]

Many scholars have drawn on youth voice as a way of learning about educational inequity from the perspective of those closest to it. Yet, methodological engagements with youth voice tend to elide considerations of how coloniality and raciality operate in the very interpretive strategies leveraged to represent youth voice in academic knowledge produced about inequity. Following anticolonial black feminist critique and method-making, the inquirer turns to a radical reading practice for engaging youth feedback at a summer achievement program dedicated to promoting racial and educational justice and reversing summer learning loss. Key to this radical reading practice are methodological and analytical moves that: (a) pivot from earlier interpretations of youth feedback; (b) trace raciality in educational text to demonstrate how the text relies on modern signifying strategies that hide Man, his descriptive statements for existence, and the attendant power structures that facilitate global capital; and (c) consider how youth feedback illustrates coloniality and raciality at work within the out-of-school program. In all, the paper demonstrates how a black inquiry approach complicates educational equity's federally mandated, state-monitored, and locally enacted pursuit at an out-of-school program to collectively consider alternatives to our current ethical-political education demands, and how we might engage the task of posing those alternatives. [ABSTRACT FROM AUTHOR]

Educational outcomes from traditionally underrepresented groups are generally worse than for their more advantaged peers. This problem is typically known as the awarding gap (we use the term awarding gap over 'attainment gap' as attainment places the responsibility on students to attain at equal levels) and continues to pose a challenge for educational systems across the world. While Learning Analytics (LA) dashboards help identify patterns contributing to the awarding gap, they often lack stakeholder involvement, offering very little support to institutional Equality, Diversity and Inclusion (EDI) leads or educators to pinpoint and address these gaps. This paper introduces an innovative EDI LA dashboard, co‐created with diverse stakeholders. Rigorously evaluated, the dashboard provides fine‐grained insights and course‐level analysis, empowering institutions to effectively address awarding gaps and contribute to a diverse and inclusive higher education landscape. Practitioners notesWhat is already known about this topic Traditionally underrepresented groups face educational disparities, commonly known as the awarding gap.Underachievement is a complex multi‐dimensional problem and cannot be solely attributable to individual student deficiencies.LA dashboards targeting this specific problem are often not public, there is little research about them, and are frequently designed with little involvement of educational stakeholders.What this paper adds Pioneers the introduction of a dashboard specifically designed to address the awarding gap problem.Emphasises the significant data needs of educational stakeholders in tackling awarding gaps.Expands the design dimensions of Learning Analytics (LA) by introducing a specific design approach rooted in established user experience (UX) design methods.Implications for practice and/or policy Insights from this study will guide practitioners, designers, and developers in creating AI‐based educational systems to effectively target the awarding gap problem. [ABSTRACT FROM AUTHOR]

This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL and presents key recommendations to enhance WIL experiences for all students. This paper proposes an adapted theoretical framework that serves as a foundation for future research in the field of inclusive WIL. Overall, the paper aims to advance understanding of approaches to inclusive WIL in order to promote greater equitable access to and participation in these valuable learning opportunities. [ABSTRACT FROM AUTHOR]

In this paper, the authors consider the intersections of philosophy and education. Extending the concept of a minor pedagogy first presented by Mazzei and Smithers (2020), the authors reorient thinking toward more equitable and just pedagogy as a cultivation of difference. This paper has three major sections. In the first two, the authors review Deleuze and Guattari's (1986, 1987) concept of the minor, and then connect this to the concept of a minor pedagogy. The final section explores the work of a minor pedagogy as continuous variation with the potential to engender difference. Given that racialized neoliberal efficiency and accountability movements have perpetuated injustice across generations, the work of educational practice that contests this must be practice that slips from these major grips to produce new, more just, worlds. Minor pedagogy produces educational justice through everyday shifts in the conditions of our collective possibility, shifts that manifest difference in ways that reject re-form in the pursuit of the not yet. [ABSTRACT FROM AUTHOR]

Intelligent Tutoring Systems (ITS) have been widely used to enhance math learning, wherein teacher's involvement is prominent to achieve their full potential. Usually, ITSs depend on direct interaction between the students and a computer. Recently, researchers started exploring handwritten input (e.g., from paper sheets) aiming to provide equitable access to ITSs' benefits. However, research on math ITSs ability to handle handwritten input is limited and, to our best knowledge, no study has summarized its state of the art. This article fulfills that gap with a scoping review of handwritten recognition methods, characteristics, and applications of math ITSs compatible with handwritten input. Based on a search of 11 databases, we found eight primary studies that met our criteria. Mainly, we found that all ITSs depend on receiving handwritten input from a touchscreen interface, in contrast to recognizing solutions developed on paper. We also found that most ITSs focus on similar audiences (e.g., English speakers students), subjects (e.g., algebraic questions), and applications (e.g., in-class to understand student perceptions). Thus, towards enabling equitable access to ITSs, we propose ITS Unplugged (i.e., ITSs that i) run on low-cost, resource-restricted devices with little to no internet connection and ii) receive as well as return information in the format target users usually use) and contribute a research agenda concerning challenges of developing such ITSs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to challenge the practice of having, using and constructing any canon in the sociological theory. This paper argues that the elitism of American sociology and the forms of inequality it engenders are sustained by the construction of a canon itself. Design/methodology/approach: This paper adopts a conceptual approach to examine the problems of research practice, academic writing, inequality and empirical translation that canonical thinking engenders within the academy and beyond. Findings: Reflecting on the problems outlined, this paper articulates a more democratic agenda for treating canon in research and education by drawing upon standards of practice in ethnography, participatory action research and Southern Theory. Originality/value: This paper interrogates the relations of domination that remain at work in the discipline and that which concern the elite position of American sociology itself. [ABSTRACT FROM AUTHOR]

President Truman asked the 1947 Commission on Higher Education to consider ways to expand educational opportunities to all Americans. The commission responded in Volume II of HEAD, a progressive document that recommended substantial federal support for higher education, particularly in the form of student aid. The American Council on Education (ACE) represented higher education in the commission's deliberations and had a powerful role in shaping education policy development between 1947 and 1972. Its position on federal funding for student aid was shaped by institutional autonomy, institutional diversity, and a weakening relationship between higher education and national goals, which made it difficult to navigate tensions between quantity and quality and between consumer and associational accountability. Ultimately, while the ACE played a central role in shaping Volume II, it did not lobby effectively for federal student aid funding for 25 years after its publication. The result was expanded access in a modern system that has fallen short of the progressive promise of the Truman commission. [ABSTRACT FROM AUTHOR]

Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to analyse the present situation of gender inequality in the workplace in India, examine the legal provisions that address gender inequality in India and evaluate and assess the recommendations made to eliminate gender imbalance at workplaces in India. Design/methodology/approach: This study will adopt an exploratory research design to help identify and describe the most pressing problems and developments in the field. For this purpose, a secondary data collection approach is adopted. This study will acquire data through secondary means. This study will gather secondary data through the course of existing literature, judicial decisions and other authentic and published sources. Findings: Legislative and judicial efforts alone are not enough to achieve gender equality. The mindset of people, in general, has to change through awareness. Unless a law is supported by public opinion, it cannot achieve its goal. Research limitations/implications: This study is limited to gender inequality in the workplace only. In addition, the judicial perspective on gender disparity in India is examined in this paper. As a result, the findings cannot be applied to other situations. Originality/value: This study deals with gender inequality in the workplace from legal and judicial perspectives and discusses that social change can be brought only by enacting laws but by public awareness. [ABSTRACT FROM AUTHOR]

In 2014, the OECD-PISA's Governing Board approved the addition of a set of global competence measures to its Programme of Student Assessment. In our paper, we explore whether and how there are discursive shifts between the two framing papers (2016/2018) and what the outcomes are for policy-shaping. To this end, we employ Network Text Analysis to map shifting semantic configurations. We show that (i) the concept of 'global competence' is radically redefined through the simplification and polarisation of the semantic universe surrounding it, (ii) that the concept 'global' becomes a shifting signifier which enables the establishment of an equivalence between the two studied documents, and that (iii) in this process, concepts such as 'culture' are now erased in the 2018 text. Our findings show the dramatic change of approach between the two documents reinforces a narrative that is familiar to the OECD around knowledge economy proxies. [ABSTRACT FROM AUTHOR]

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

The role of education in transforming individuals, communities, and the country qualifies its public provision. However, the need to evaluate the use of allocated educational resources is of great importance due to competing demands for scarce public funds. Therefore the concept of efficiency in education comes in. This study aimed to explore research output produced on efficiency in education, including that linked efficiency with equity, quality, or inclusion to identify gaps for future research. The analysis used documents from the Scopus database published between 1990 and 2021. Results indicate that a total of 347 papers sourced from 247 journals and produced by 827 authors researched efficiency in education during the study period. The paper also documented frequently explored themes, principal contributing authors, documents, diaries, countries, and the most relevant affiliations and sponsors on efficiency in education studies. The gaps and limitations of the paper identified the recommendations for future research. [ABSTRACT FROM AUTHOR]

This article examines Erik Jörgen Hansen's paper concerning Danish educational equalization. He starts by discussing a certain specified goal, social equality in the field of education. He then deals with a number of obstacles which according to him prevent the realization of the desired goal in existing school systems. Finally he proposes certain measures to clear away the obstacles or minimize their importance. The goals discussed by Hansen is social equality in the field of education. What this means to him he discusses at some length and comes out with a number of definitions. One of these, consistent equality, he then tries to operationalize. This means in its general version that equality is reached when the educational system is so constructed, that it for all leads to a result that does not make it possible to find any useful criterion according to which individuals can be singled out in relation to the education obtained. In a more limited way this goal can be said to have been reached if the individuals in various categories, examples are social groups, geographical area, sex and others, on the average, regardless of category, reach a completely identical educational result.

Access to quality career advice is important for economic, personal and equity reasons, yet, in many countries around the world, career-education provision is of varying quality and quantity within school settings. Given the inconsistencies in career-education resourcing and provision, what is not clearly understood is how students from low socioeconomic status (low SES) backgrounds experience career-education provision and the extent to which it shapes their post-school futures. Drawing on Australian research, this paper explores the career-education experiences of high-school students from low SES backgrounds. Bourdieu's tools of field, habitus and capital are used as a theoretical framework to understand how career education can influence students' imagining and achieving their career goals. The findings reported in this paper contribute nuanced understandings of career education to students from low SES backgrounds and recommends how all students can benefit from an embedded approach to career education in schools. [ABSTRACT FROM AUTHOR]