IEG-7100

Romero-Hall, E. (2021). Current initiatives, barriers, and opportunities for networked learning in Latin America. Educational Technology Research and Development: A bi-monthly publication of the Association for Educational Communications & Technology, 69(4), 2267-2283. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.37522BE3&site=eds-live&scope=site&custid=natuniv

The author explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. Information is shared about networked learning initiatives such as institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government-established networked learning programs for connected classrooms. The author describes the multiplicity, diversity, and heterogeneity that represent the culture, languages, and socio-economic status of the people of Latin America, and also characterizes the vast mixture of networked learning initiatives across the region.

Shinners, J. (2021). Diversity, equity, and inclusion: A call to action. The Journal of Continuing Education in Nursing, 52(2), 57-61. https://link.gale.com/apps/doc/A676111271/AONE?u=nu_main&sid=ebsco

The author discusses how nursing professional development practitioners are addressing diversity, equity, and inclusion. The article provides insight into the strategies that practitioners and administrators can use to create an environment of diversity, equity, and inclusion that starts with awareness and culminates in creating a workforce and practice environment that reflects the values and beliefs of a profession.

Calderón-Almendros, I., Ainscow, M., Bersanelli, S., Molina-Toledo, P. (2020). Educational inclusion and equity in Latin America: An analysis of the challenges. PROSPECTS: comparative Journal of Curriculum, Learning, and Assessment, 49(3-4), 169-186. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edssjs&AN=edssjs.2D05FC53&site=eds-live&scope=site&custid=natuniv

This article focuses on the narratives of communities in Latin America implicated in the promotion of inclusion and equity in education. Specifically, the article illustrates how the voices of students, teachers, and families can highlight the challenges involved. In particular, the article shows how their conditions, difficulties, achievements, fears, and hopes can provide a better understanding of their complex realities and help to shape theories of change.

Burcu, E. & Wu, Q. (2021). An examination of Turkish and Chinese equity-related barriers to higher education admissions from the capabilities perspective. Asia Pacific Education Review, 1-16. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs12564-021-09730-9

Despite many countries’ actions to generate higher incomes and close the poverty gap within and between countries, it is still a challenge for them to ensure equity and quality in higher education admissions. Students from marginalized backgrounds face inequities that restrict their academic and personal growth. This comparative analysis used a capabilities approach-based model to examine the personal, discriminatory, institutional, and geographical barriers students face in Turkey and China's higher education admission processes.

OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. OECD. https://read.oecd-ilibrary.org/view/?ref=434_434914-59wd7ekj29&title=The-impact-of-COVID-19-on-student-equity-and-inclusion.

This policy brief describes OECD Member Countries’ initiatives to address the different needs of vulnerable students during the COVID-19 pandemic. Beyond school closures, the brief presents different countries’ measures and policies designed to ensure that the pandemic does not further hinder the inclusion of vulnerable students in education systems across the globe. The brief examines the impact of COVID-19 on student equity and inclusion and ways to support vulnerable students post-COVID 19.

Morgan, D., LePeau, L., & Commodore, F. (2021). Observable evidence and partnership possibilities for governing board involvement in diversity, equity, and inclusion: A content analysis. Research in Higher Education, 63(2), 1-33. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11162-021-09651-x

The study focuses on the nature and potential of governance partnerships around diversity, equity, and inclusion. Implications of the findings indicate that, because Boards receive information from stakeholders about endorsing different policies, Boards have the capacity to partner and support organizational change towards diversity, equity, and inclusion.

Miller, E., Ziaian, T., de Anstiss, H., & Baak, M. (2021). Practices for inclusion, structures of marginalization: Experiences of refugee background students in Australian secondary schools. The Australian Educational Researcher,1-22. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs13384-021-00475-3

The authors present an analysis of qualitative data from a study in South Australia with refugee-background students (n = 23), their parents/caregivers (n = 19) and educators (n = 22) in high school settings during 2017–2019. The study investigated inclusive practices in schools and their effects on student experiences. The findings suggest that larger social systems impact students and their families in resettlement. According to the authors, practices that address the influences of social systems can support a sense of belonging and engagement with schooling and ultimately contribute to positive student outcomes.

Thrift, E., & Sugarman, J. (2019). What is social justice? Implications for psychology. Journal of Theoretical and Philosophical Psychology, 39(1), 1-17. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2018-45567-001&site=eds-live&scope=site&custid=natuniv

This article focuses on defining social justice and highlights the contemporary challenges for defining what it is, regardless of the context in which it is intended. The authors argued that understanding social justice requires an examination of its particular history. A brief historical overview of social justice is provided that includes the conceptions of social justice and psychological initiatives. Fraser’s framework for social justice is presented as a theoretical guide for understanding the concept of social justice.