Educational Equity: The Call of Global Education
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Published
Apr 29, 2021
Abstract
As an indivisible sub-system of society, education is relatively independent and deeply restricted by the social environment. The issue of education equity is regarded as an extension and expansion of social equity in education. It is a vital link that cannot be ignored in education and an essential cornerstone of social justice.
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Keywords
Education Equity, Intellectual Disability, Global Education
References
Chang, L.R.R., & Bu, Q.Y. (2020). Review on the compulsory education status of migrant workers’ children in Chinese cities. Science Insights Education Frontiers, 7(2):861-877. DOI: https://doi.org/10.15354/sief.20.re022
Cheng, X., Pellegrini, M., Zhou, L., & Cheung, A., (2020). Not only survival but stronger: The impact of alarming invader of SARS-CoV-2 on global education. Science Insights Education Frontiers, 7(2):835-860. DOI: https://doi.org/10.15354/sief.20.or061
Coleman, S.J. (1968). The Concept of Equality of Educational Opportunity. Harvard Educational Review, 38(1):7-22. DOI: https://doi.org/10.17763/haer.38.1.m3770776577415m2
Cottini, L., & Morganti, A. (2016). Does the school inclusion really work?. Education Sciences & Society, 1:13-32. DOI: https://doi.org/10.3280/ess1-2016oa3240
Gabel, S.L., & Danforth, S. (2008). Disability and the international politics of education. Peter Lang Inc., International Academic Publishers; Illustrated edition, pp41-pp52, ISBN: 978-082-048-894-3.
Gaggioli, C., & Sannipoli, M. (2021). Improving the training of support teachers in Italy: The results of a research on attitudes aimed at students with intellectual disabilities. Science Insights Education Frontiers, 8(2):1037-1057. DOI: https://doi.org/10.15354/sief.21.or021
Hai, Y. (2021). Poverty alleviation by education is a kind of awakening and discovery: In memory of the “Poverty Alleviation War” of a retired middle school principal in eastern China. Science Insights Education Frontiers, 8(2):1097-1107. https://doi.org/10.15354/sief.21.rp001
Husén, T. (1975). Social Influences on Educational Attainment. Research Perspectives on Educational Equality [Sweden].
Ianes, D., Demo, H., & Dell’Anna, S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. Prospects, 49:249-263. DOI: https://doi.org/10.1007/s11125-020-09509-7
International Bureau of Education, UNESCO. (2009). Defining an inclusive education agenda: reflections around the 48th session of the International Conference on Education. Geneva, Switzerland, 2009. November 25-28. http://www.ibe.unesco.org/sites/default/files/resources/defining_inclusive_education_agenda_2009.pdf
OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing. DOI: https://doi.org/10.1787/eag-2017-en
UNESCO. (2020) Education: From Response to Recovery (2020-05-25) [2021-4-7] https://zh.unesco.org/themes/education-emergencies/coronavirus-school-closures
United Nations Department of Economic and Social Affairs. (2020). World Social Report 2020: Inequality in a radically changing world. New York City: United Nation.
World Bank. (2018). World Bank Report: Preventing girls from receiving education is costly. China Women’s Daily, 07-18 (B3 edition).
Wu, J., & Qin, B. (2021). Regional cooperation action of poverty alleviation by education in China: Documentary of pairing assistance action in Changxing County, Zhejiang Province. Science Insights Education Frontiers, 8(2):1081-1095. DOI: https://doi.org/10.15354/sief.21.re014
Zhang, L. (2020). Overview of the poverty-alleviation by supporting education in China. Science Insights Education Frontiers, 6(2):631-651. DOI: https://doi.org/10.15354/sief.20.re010
Zhu, H.Q. (2020). Hope for girls’ education in poverty-stricken areas: the school-running experience and process of Huaping Girls’ High School in Yunnan, China. Science Insights Education Frontiers, 6(2):653-667. DOI: https://doi.org/10.15354/sief.20.or035
Cheng, X., Pellegrini, M., Zhou, L., & Cheung, A., (2020). Not only survival but stronger: The impact of alarming invader of SARS-CoV-2 on global education. Science Insights Education Frontiers, 7(2):835-860. DOI: https://doi.org/10.15354/sief.20.or061
Coleman, S.J. (1968). The Concept of Equality of Educational Opportunity. Harvard Educational Review, 38(1):7-22. DOI: https://doi.org/10.17763/haer.38.1.m3770776577415m2
Cottini, L., & Morganti, A. (2016). Does the school inclusion really work?. Education Sciences & Society, 1:13-32. DOI: https://doi.org/10.3280/ess1-2016oa3240
Gabel, S.L., & Danforth, S. (2008). Disability and the international politics of education. Peter Lang Inc., International Academic Publishers; Illustrated edition, pp41-pp52, ISBN: 978-082-048-894-3.
Gaggioli, C., & Sannipoli, M. (2021). Improving the training of support teachers in Italy: The results of a research on attitudes aimed at students with intellectual disabilities. Science Insights Education Frontiers, 8(2):1037-1057. DOI: https://doi.org/10.15354/sief.21.or021
Hai, Y. (2021). Poverty alleviation by education is a kind of awakening and discovery: In memory of the “Poverty Alleviation War” of a retired middle school principal in eastern China. Science Insights Education Frontiers, 8(2):1097-1107. https://doi.org/10.15354/sief.21.rp001
Husén, T. (1975). Social Influences on Educational Attainment. Research Perspectives on Educational Equality [Sweden].
Ianes, D., Demo, H., & Dell’Anna, S. (2020). Inclusive education in Italy: Historical steps, positive developments, and challenges. Prospects, 49:249-263. DOI: https://doi.org/10.1007/s11125-020-09509-7
International Bureau of Education, UNESCO. (2009). Defining an inclusive education agenda: reflections around the 48th session of the International Conference on Education. Geneva, Switzerland, 2009. November 25-28. http://www.ibe.unesco.org/sites/default/files/resources/defining_inclusive_education_agenda_2009.pdf
OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing. DOI: https://doi.org/10.1787/eag-2017-en
UNESCO. (2020) Education: From Response to Recovery (2020-05-25) [2021-4-7] https://zh.unesco.org/themes/education-emergencies/coronavirus-school-closures
United Nations Department of Economic and Social Affairs. (2020). World Social Report 2020: Inequality in a radically changing world. New York City: United Nation.
World Bank. (2018). World Bank Report: Preventing girls from receiving education is costly. China Women’s Daily, 07-18 (B3 edition).
Wu, J., & Qin, B. (2021). Regional cooperation action of poverty alleviation by education in China: Documentary of pairing assistance action in Changxing County, Zhejiang Province. Science Insights Education Frontiers, 8(2):1081-1095. DOI: https://doi.org/10.15354/sief.21.re014
Zhang, L. (2020). Overview of the poverty-alleviation by supporting education in China. Science Insights Education Frontiers, 6(2):631-651. DOI: https://doi.org/10.15354/sief.20.re010
Zhu, H.Q. (2020). Hope for girls’ education in poverty-stricken areas: the school-running experience and process of Huaping Girls’ High School in Yunnan, China. Science Insights Education Frontiers, 6(2):653-667. DOI: https://doi.org/10.15354/sief.20.or035
How to Cite
Pellegrini, M., & Dell’Anna, S. (2021). Educational Equity: The Call of Global Education. Science Insights Education Frontiers, 8(2), 1013–1017. https://doi.org/10.15354/sief.21.ed007
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Editorial
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