Advertisement

Achieving Inclusive and Equitable Quality Education for All

  • Saneeya QureshiEmail author
  • Ratika Malkani
  • Richard Rose
Living reference work entry

Abstract

The United Nations 2030 Agenda for Sustainable Development Goals (SDGs) has placed an emphasis upon addressing poverty and inequality which are known factors in the marginalization of individuals and groups in all societies. This agenda and its intended initiatives recognize the critical correlation between education and transformative change. This chapter provides a discussion regarding some of the cultural and sociopolitical indicators necessary for the achievement of inclusive and equitable quality education for all. It investigates elements of social justice in the field of education. In so doing it defines the concept of social justice, in relation to the United Nations’ Sustainable Development Goals. Obstacles to social justice, such as cultural interpretation, sociopolitical issues, and addressing the needs of those with special educational needs and disabilities (SEND), are explored through case studies from India, Sierra Leone, and South America.

It is argued that it is possible for societies to become more equitable for all while acknowledging contextual diversity as an enrichment to schooling strategies and not as purely a commodification of winners and losers. A framework for social justice in education is proposed around the premise that capabilities are fundamental entitlements.

Keywords

Capability approach First-generation learners Indian indigenous learners Latin American community-driven development Post-2015 Development Agenda African policy 

References

  1. Barclay, L. (2003). What kind of liberal is Martha Nussbaum? Nordic Journal of Philosophy, 4(3), 5–24.Google Scholar
  2. Barreno, L. (2003). Educación superior indígena en América Latina. In UNESCO-IESALC (Eds.), La educación superior indígena en América Latina (pp. 11–54). Caracas, Venezuela: UNESCO-IESALC; In: Nemogá-Soto, G. R. (2018). Indigenous and intercultural education in Latin America: Assimilation or transformation of colonial relations in Colombia. Journal of Intercultural Studies, 39(1), 1–19.Google Scholar
  3. Bell, L. A., & Adams, M. (2016). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (pp. 21–44). New York, NY: Routledge.Google Scholar
  4. Clark, D. A. (2002). Development ethics: A research agenda. International Journal of Social Economics, 29(11), 830–848.CrossRefGoogle Scholar
  5. Diaz Polanco, H. (1997). Indigenous peoples in Latin America: The quest for self-determination. Boulder, CO: Westview Press.Google Scholar
  6. Dreze, J., & Kingdon, G. G. (2001). School participation in rural India. Review of Development Economics, 5(1), 1–24.CrossRefGoogle Scholar
  7. Dreze, J., & Sen, A. (2002). India: Development and participation. Oxford, UK: Oxford University Press; Feminist Economics, 10(3), 77–80.Google Scholar
  8. Global Partnership for Education (GPE). (2015). Education and the global goals. https://www.globalpartnership.org/multimedia/infographic/education-and-global-goals. Accessed 3 Feb 2019.
  9. Govinda, R., & Bandyopadhyay, M. (2008). Access to elementary education in India: Country analytical review. New Delhi, India: National University of Educational Planning and Administration.Google Scholar
  10. Haque, T. (2015). Regional and social disparities in education in India. In M. Mohanty, V. C. Khanna, & B. Dhar (Eds.), Building a just world: Essays in honour of Muchkund Dubey. Hyderabad, India: Orient Black Swan.Google Scholar
  11. Hillman, A. L., & Jenkner, E. (2004). Educating children in poor countries (No. 33). New York, NY: International Monetary Fund.CrossRefGoogle Scholar
  12. IQM – Inclusion Quality Mark. (2018). Every child matters inclusion quality mark (IQM)- treating pupils fairly: Steps for inclusion. https://iqmaward.com/about-us/. Accessed 3 Feb 2019.
  13. Jayaraman, R., & Simroth, D. (2011). The impact of school lunches on primary school enrolment: Evidence from India’s midday meal scheme ESMT working paper. Berlin, Germany: European School of Management & Technology.Google Scholar
  14. Kremer, M., Muralidharan, K., Chaudhury, N., Rogers, F., & Hammer, J. (2005). Teacher absence in India: A snapshot. Journal of the European Economic Association, 3(2/3), 658–667.CrossRefGoogle Scholar
  15. Lloyd, L. (1999). Multi-age classes and high ability students. Review of Educational Research, 69(2), 187–212.CrossRefGoogle Scholar
  16. Malkani, R., & Rose, R. (2018). Learning from the voices of first generation learners in a remote community of Maharashtra, India. International Journal of Whole Schooling, 14(2), 104–127.Google Scholar
  17. Mander, H. (2015). Looking away: Inequality, prejudice and indifference in new India. New Delhi, India: Speaking Tiger.Google Scholar
  18. McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australasian Journal of Educational Technology, 16(1), 58–72.CrossRefGoogle Scholar
  19. Milesi, O. (2014). Right to education still elusive for native people in Latin America. August 4, 2016. http://www.ipsnews.net/2016/08/right-to-education-still-elusive-for-native-people-in-latin-america/. Accessed 3 Feb 2019.
  20. Ministry of Education, Science & Technology, Sierra Leone. (2007). Education sector plan: A road map to a better future. Freetown, Sierra Leone: MEST.Google Scholar
  21. Morrow, V., & Singh, R. (2014). Corporal punishment in schools in Andhra Pradesh, India: Children’s & parents’ views. Oxford, UK: Young Lives.Google Scholar
  22. Muralidharan, K., Das, J., Holla, A., & Mohpal, A. (2017). The fiscal costs of weak governance: Evidence from teacher absence in India. Journal of Public Economics, 145(1), 116–135.CrossRefGoogle Scholar
  23. Murphy, M. (2014). Self-determination as a collective capability: The case of indigenous peoples. Journal of Human Development & Capabilities, 15(4), 320–334.CrossRefGoogle Scholar
  24. Nemogá-Soto, G. R. (2018). Indigenous and Intercultural Education in Latin America: assimilation or transformation of colonial relations in Colombia. Journal of Intercultural Studies, 39(1), 1–19.CrossRefGoogle Scholar
  25. Nishimuko, M. (2007). Problems behind education for all (EFA): The case of Sierra Leone. Educate, 7(2), 19–29.Google Scholar
  26. Nonoyama-tarumi, Y., Loaiza, E., & Engle, P. (2010). Late entry into primary school in developing societies: Findings from cross-national household surveys. International Review of Education, 56(1), 103–125.CrossRefGoogle Scholar
  27. Nussbaum, M. (2006). Frontiers for justice: Disability, nationality, species membership (The Tanner lectures on human values). Cambridge, MA: Harvard University Press.Google Scholar
  28. Nussbaum, M., & Sen, A. (1993). The quality of life. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
  29. Nussbaum, M. C. (1998). Cultivating humanity. Boston, MA: Harvard University Press.CrossRefGoogle Scholar
  30. Overseas Development Institute (ODI). (2016). Education cannot wait: Proposing a fund for education in emergencies. London, England: ODI. https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf. Accessed 3 Feb 2019.
  31. Overseas Development Institute (ODI). (2018). SDG progress fragility, crisis and leaving no one behind. London, England: ODI. https://www.odi.org/sites/odi.org.uk/files/resource-documents/12424.pdf. Accessed 3 February 2019.
  32. Pham, T. (2018). The Capability Approach and Evaluation of Community-Driven Development Programs. Journal of Human Development and Capabilities, 19(2), 166–180.CrossRefGoogle Scholar
  33. Reeves, T. C., & Reeves, P. M. (1997). Effective dimensions of interactive learning on the World Wide Web. In B. H. Khan (Ed.), Web-based instruction (pp. 59–66). New Jersey, NJ: Educational Technology Publications.Google Scholar
  34. Robeyns, I. (2003a). Is Nancy Fraser’s critique of theories of distributive justice justified? Constellations, 10(4), 538–553.CrossRefGoogle Scholar
  35. Robeyns, I. (2003b). Sen’s capability approach and gender inequality: Selecting relevant capabilities. Feminist Economics, 9(2/3), 61–92.CrossRefGoogle Scholar
  36. Robeyns, I. (2016). “The Capability Approach”, The Stanford encyclopedia of philosophy (Winter 2016 Edition). https://plato.stanford.edu/archives/win2016/entries/capability-approach/. Accessed 3 February 2019.
  37. Rose, R., Garner, P., & Farrow, B. (2019). Developing inclusive education policy in Sierra Leone: A research informed approach. In S. Halder & V. Argyropoulos (Eds.), Inclusive practices, equity and access for individuals with disabilities: Insights from educators across world. London, England: Palgrave.Google Scholar
  38. Saito, M. (2003). Amartya Sen’s capability approach to education: A critical exploration. Journal of Philosophy of Education, 37(1), 17–33.CrossRefGoogle Scholar
  39. Sen, A. (1999). Freedom as development. Oxford, UK: Oxford University Press.Google Scholar
  40. Sen, A. (2002). Rationality and freedom. Cambridge, MA: Harvard University Press.Google Scholar
  41. Sen, A. (2004). Capabilities, lists and public reason: Continuing the conversation. Feminist Economics, 10(3), 77–80.CrossRefGoogle Scholar
  42. Sen, A. (2005). Human rights and capabilities. Journal of Human Development, 6(2), 151–166.CrossRefGoogle Scholar
  43. Sen, A. K. (1980). Equality of what? In S. McMurrin (Ed.), Tanner lectures on human values. Cambridge, UK: Cambridge University Press.Google Scholar
  44. Terzi, L. (2005). A capability perspective on impairment, disability and special needs: Towards social justice in education. School Field, 3(2), 197–223.Google Scholar
  45. Terzi, L. (2008). Justice and equality: A capability perspective on disability and special educational needs. London, England: Continuum.Google Scholar
  46. Terzi, L. (2010). What metric of justice for disabled people? In H. Brighouse & I. Robeyns (Eds.), Measuring justice: Primary goods and capabilities (pp. 150–173). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  47. The World Bank. (2018). World development report 2018. Washington, D.C.: World Bank Group.Google Scholar
  48. UNDG (United Nations Development Group). (2017). Switching gears for 2030: Results of UN development coordination. http://undg.org/unsdg-results-report-2017/. Accessed 3 Feb 2019.
  49. UNESCO. (1990). World declaration on education for all. http://www.unesco.org/education/efa/ed_for_all/background/jomtien_declaration.shtml. Accessed 3 Feb 2019.
  50. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. www.unesco.org/education/pdf/SALAMA_E.PDF. Accessed 3 Feb 2019.
  51. UNESCO. (2012). EFA global monitoring report. Education for all 2012: Youth and skill: Putting education to work. Paris, France: UNESCO.Google Scholar
  52. UNESCO. (2014). EFA global monitoring report. Education for all 2014: Teaching and learning: Achieving Quality for all. Paris, France: UNESCO.Google Scholar
  53. UNESCO. (2015a). EFA global monitoring report. Education for all 2000–2015: Achievements and challenges. Paris, France: UNESCO.Google Scholar
  54. UNESCO. (2015b). Incheon declaration and framework for action for the implementation of sustainable development goal 4. Paris, France: UNESCO.Google Scholar
  55. UNESCO. (2016). EFA Global Monitoring Report. Education For All 2016: Education for People and Planet: Creating Sustainable Futures for All. Paris: UNESCO.Google Scholar
  56. UNESCO. (2017a). The sustainable development goals report 2017. Paris, France: UNESCO.Google Scholar
  57. UNESCO. (2017b). Background paper prepared for the 2017/8 global education monitoring report accountability in education: Meeting our commitments. Paris, France: UNESCO.Google Scholar
  58. UNESCO. (2017c). Indigenous knowledge and practices in education in Latin America: Exploratory analysis of how indigenous cultural worldviews and concepts influence regional educational policy. OREALC/UNESCO Santiago, Chile. http://unesdoc.unesco.org/images/0024/002477/247754E.pdf. Accessed 3 Feb 2019.
  59. UNESCO. (2018). EFA global monitoring report. Education for all 2018. Paris, France: UNESCO.Google Scholar
  60. UNICEF. (2016a). The state of the World’s children 2016: A fair chance for every child. New York, NY: UNICEF. https://www.unicef.org/publications/files/UNICEF_SOWC_2016.pdf. Accessed 3 Feb 2019.
  61. UNICEF. (2016b) Education: The case for support. New York, NY: UNICEF. www.unicef.org/publicpartnerships/files/EducationTheCaseForSupport.pdf. Accessed 3 Feb 2019.
  62. United Nations. (2000). United Nations Millennium Declaration Resolution 55/2 (18th September). New York, NY: United Nations General Assembly.Google Scholar
  63. United Nations (2005). The United Nationals, Economic and Social Council (UNECE) Strategy for Education for Sustainable development. http://www.unece.org/env/esd/welcome.htm
  64. United Nations. (2010). High-level plenary meeting on the millennium development goals. http://www.un.org/en/mdg/summit2010/pdf/HLPM%202010_CRP_Side%20events.pdf. Accessed 3 Feb 2019.
  65. United Nations. (2012a). United nations conference on sustainable development, Rio+20. https://sustainabledevelopment.un.org/rio20. Accessed 3 Feb 2019.
  66. United Nations. (2012b). UN system task team on the Post-2015 UN development agenda: Education and skills for inclusive and sustainable development beyond 2015. http://www.un.org/millenniumgoals/pdf/Think%20Pieces/4_education.pdf. Accessed 3 Feb 2019.
  67. United Nations. (2014). The road to dignity by 2030: Ending poverty, transforming all lives and protecting the planet. New York, NY: United Nations General Assembly.Google Scholar
  68. United Nations. (2015). We can end poverty: Millennium development goals and beyond 2015. http://www.un.org/millenniumgoals/beyond2015. Accessed 3 Feb 2019.
  69. United Nations. (2016). SDG-education 2030 steering committee. https://sustainabledevelopment.un.org/index.php?page=view&type=30022&nr=100&menu=3170. Accessed 3 Feb 2019.
  70. United Nations Economic Commission for Europe (UNECE). (2005). UNECE strategy for education for sustainable development. In: Report of the high-level meeting of environment and education ministries, Vilnius, Lithuania (pp. 17–18). New York, NY: UNECE.Google Scholar
  71. Unterhalter, E. (2005). Global inequality, capabilities, social justice: The millennium development goal for gender equality in education. International Journal of Educational Development, 25(2), 111–122.CrossRefGoogle Scholar
  72. Unterhalter, E., & Brighouse, H. (2007). Distribution of what for social justice in education? The case of education for all by 2015. In A. Sen (Ed.), Capability approach and social justice in education (pp. 67–86). New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
  73. Walker, M. (2006). Towards a capability-based theory of social justice for education policy-making. Journal of Education Policy, 21(2), 163–185.CrossRefGoogle Scholar
  74. Wang, J., & Zhao, Z. (2011). Basic education curriculum reform in rural China: Achievements, problems, and solutions. Chinese Education and Society, 44(6), 36–46.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of LiverpoolLiverpoolUK
  2. 2.University of NorthamptonNorthamptonUK

Section editors and affiliations

  • Khalid Arar
    • 1
  • Kadir Beycioglu
    • 2
  1. 1.Faculty of EducationAl-Qasemi Academic College of EducationBaqa ElgarbiaIsrael
  2. 2.Faculty of Education at Buca, Department of Division of Educational AdministrationDokuz Eylul UniversityIzmirTurkey

Personalised recommendations