LEADER 04769nam 2201141z- 450 001 9910576876603321 005 20231214132821.0 035 $a(CKB)5720000000008409 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/84542 035 $a(EXLCZ)995720000000008409 100 $a20202206d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRespecting the Voices of Individuals from Marginalised Communities in Research 210 $aBasel$cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 electronic resource (216 p.) 311 $a3-0365-4181-0 311 $a3-0365-4182-9 330 $aInternational governments have committed to supporting the development of greater equity and inclusion in education. However?despite some progress?many individuals and communities continue to face discrimination, remaining on the margins of society. This collection of papers highlights the many challenges faced by persons perceived to be different from the majority population in their communities. This labelling of individuals has served to exclude many from engaging fully with the social and educational opportunities that the majority take for granted. The authors who have contributed to this Special Edition have challenged the stereotypical views of such individuals, ensuring that the voices of those who best understand the experience of living with discrimination can be heard.These papers demonstrate how listening to the voices of marginalised individuals can become an important first step towards a process of change. Such an action fundamentally challenges established procedures whereby opportunities to learn from the experiences of marginalised individuals have been neglected. We acknowledge that listening is only the starting point for a radical reengagement that enables marginalised individuals to fully participate in society. However, several of the authors who have contributed to this Special Edition have provided an indication of how the movement towards equity and inclusion may be advanced. 606 $aHumanities$2bicssc 606 $aEducation$2bicssc 610 $aidentity 610 $abelonging 610 $amisrecognition 610 $aprimary school 610 $achildren's rights 610 $apedagogy 610 $aability grouping 610 $aminority ethnic 610 $achildhood 610 $amigrant children 610 $amultilingualism 610 $aautism 610 $amarginalisation 610 $arural coastal areas 610 $ainclusion 610 $ainclusive education 610 $amigration and disability 610 $aspecial education needs (SEN) 610 $aSEN diagnosis 610 $aparent enablers 610 $avoice 610 $ahearing impairment 610 $alearning 610 $aknowledge 610 $aeducation 610 $aemployment 610 $aPakistan 610 $aPRU 610 $aspecial needs education 610 $aspecial education 610 $asegregation 610 $astakeholder 610 $astereotypes 610 $astatus of women in India 610 $agender discrimination 610 $afeminist research 610 $apeople with intellectual disabilities 610 $ahigher/postsecondary education 610 $astudent voice 610 $aco-researching 610 $asecond language learning 610 $ainclusive research 610 $alearners' voices 610 $apolicy debates 610 $aschool engagement 610 $aearly school leaving 610 $aalternative education 610 $ateacher-student relations 610 $aTravellers in education 610 $aschool choice 610 $aintercultural education 610 $adisadvantaged schools 610 $asegregated schools 610 $adomestic violence 610 $aadolescence 610 $ateenage 610 $aAdverse Childhood Experience 610 $asocial-emotional learning 610 $ainterventions 610 $agroup supports 610 $aEarly Childhood Intervention 610 $achildren's assessment 610 $aparents' journeys 610 $ain-betweenness and identity 615 7$aHumanities 615 7$aEducation 700 $aShevlin$b Michael$4edt$01307633 702 $aRose$b Richard$4edt 702 $aShevlin$b Michael$4oth 702 $aRose$b Richard$4oth 906 $aBOOK 912 $a9910576876603321 996 $aRespecting the Voices of Individuals from Marginalised Communities in Research$93028881 997 $aUNINA