Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Nicole Brittingham Furlonge, Kenny Graves, Thu-Nga Morris, Sarah Odell
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Abstract

This special issue of Teachers College Record—“Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools”—aims to bring attention to independent and international private schools through the lenses of equity, inclusion, and belonging. In this issue, scholars and practitioners address gaps in education and education leadership discourse regarding considerations of equity, inclusion, and belonging. Historically, education discourse regarding equity, inclusion, and belonging has skewed largely toward public and charter education. While, according to the National Center for Educational Statistics (NCES), just 9% of PK-12 students nationally are enrolled in independent schools, independent schools nationally have much to contribute to the critical conversation concerning equity across the educational ecosystem. When we expand our attention to include international private schools, the numbers and scale shift dramatically. According to ISC Research, international private schools serve 6.74 million students. When the growing engagement of international private schools in the work of equity, inclusion, and belonging is considered, even more questions and possibilities emerge for the examining, understanding, and acting in research-informed ways on behalf of equity, inclusion, and belonging in education writ large. This special issue insists on the importance of considering schools as national and global systems of learning and socialization, and independent and international schools in particular as important players in the ecosystem of education in the United States and globally. The works in this issue tune us to the complex, multileveled ecosystem that we refer to as PK–12 schooling and to the importance of noticing and acting at all levels of that ecosystem to ensure research-informed thinking, decision-making, action, and impact.
注意教育话语的差距:独立学校和国际学校的公平、包容和归属感
本期《师范学院记录》特刊——“关注教育话语的差距:独立和国际学校的公平、包容和归属感”——旨在通过公平、包容和归属感的视角,引起人们对独立和国际私立学校的关注。在本期中,学者和实践者讨论了教育和教育领导话语中关于公平、包容和归属感的差距。从历史上看,关于公平、包容和归属感的教育话语在很大程度上倾向于公立和特许教育。然而,根据国家教育统计中心(NCES)的数据,全国只有9%的PK-12学生在私立学校就读,私立学校在全国范围内对整个教育生态系统中关于公平的关键对话做出了很大贡献。当我们将注意力扩大到包括国际私立学校时,数量和规模会发生巨大变化。根据ISC研究,国际私立学校为674万学生提供服务。当考虑到国际私立学校越来越多地参与公平、包容和归属感的工作时,更多的问题和可能性出现了,以研究为依据的方式,代表教育中的公平、包容和归属感进行检查、理解和行动。本期特刊强调了将学校视为国家和全球学习和社会化系统的重要性,特别是将独立学校和国际学校视为美国和全球教育生态系统中的重要参与者。本期的作品将我们带到了我们称之为PK-12学校教育的复杂、多层次的生态系统,以及在生态系统的各个层面上注意和行动的重要性,以确保研究知情的思考、决策、行动和影响。
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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