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Jiménez-Castellanos, Oscar; García, Eugene – Review of Research in Education, 2017
This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a function of intersecting educational policies.…
Descriptors: Social Class, Ethnicity, Educational Policy, Policy Analysis
Lo Bianco, Joseph – Review of Research in Education, 2014
The content of the present issue of "Review of Research in Education" (RRE) is timely and important, allowing considered, multiperspectival active reflection, what the author calls cerebration, on language diversity as well as a call for concerted action for linking better the findings of research to the imperatives of teaching. In…
Descriptors: Politics of Education, Access to Education, Academic Achievement, Equal Education
Wiley, Terrence G.; Garcia, David R.; Danzig, Arnold B.; Stigler, Monica L. – Review of Research in Education, 2014
"Review of Research in Education: Vol. 38, Language Policy, Politics, and Diversity in Education" explores the role of educational language policies in promoting education as a human right. There are an estimated nearly 7,000 living languages in the world. Yet, despite the extent of language diversity, only a small number of the…
Descriptors: Politics of Education, Second Languages, Civil Rights, Educational Policy
McDermott, Ray; Raley, Jason D.; Seyer-Ochi, Ingrid – Review of Research in Education, 2009
Studies of race, class, and educational risk often proceed in an established but misleading order: First, race is defined as a trait given at birth and turned into trouble by prejudice and unequal conditions; then, class is defined as traits socialized into children with diminished socioeconomic opportunities; finally, risk is treated as the…
Descriptors: Neighborhoods, Politics of Education, Race, Social Class
Oketch, Moses; Rolleston, Caine – Review of Research in Education, 2007
This article reviews the evolution of education policies in the East African region in a historical context. The focus is on the formulation of policies for access to primary and secondary education in Kenya, Uganda, and Tanzania since their independence in the 1960s. The three countries have common characteristics and historical backgrounds. For…
Descriptors: Elementary Secondary Education, Educational Change, Foreign Countries, Access to Education