Much is known about educational inequality and mechanisms that generate issues in terms of educational output, children and youth’s well-being and their life chances. Yet we still struggle to counteract persistent inequality in both new and old forms. This is one of the modern welfare paradoxes, the gap between our policy ideals of inclusive education and the results in the field of practice. Over the years, worldwide urban segregation at urban contexts has created specific inequalities. The spatial segregation is a reality suffered in the big cities sum to the social class, ethnicity, gender and disability social divisions in educational settings and can have severe consequences for the individual child in both short- and long-term perspectives.
In this Research Topic, we encourage scholars to empirically investigate and further theorize why educational inequality still prevails, regardless of explicit goals of social inclusion and educational equity. Why do we fail to prevent new inequalities? How come existing knowledge on inequality is not enough to foster change, and which are the challenges experienced by educational organizations? We seek to expand the empirical basis for investigation and theoretical understandings of inequality-producing processes as they manifest in current educational arrangements in big cities around the globe. The scholars could describe a case from any of the following educational stages early years, primary and secondary education and vocational education.
This article collection seeks to encourage narrative and systematic review, metanalysis, case studies, qualitative and quantitative studies, as well as mixed methods investigations that can provide new knowledge on organizational mechanisms and challenge theoretical assumptions in educational inequality.
Without being restrictive, manuscripts regarding the following topics are welcome:
- school based interventions including the coordination between schools one or more external organizations located in big cities
- innovative educational pedagogies implemented in school located in urban areas
- innovative solutions and programs coordinating schools, educational communities and governments
- studies identifying challenges or opportunities about the coordination between schools and different childhood services.
Much is known about educational inequality and mechanisms that generate issues in terms of educational output, children and youth’s well-being and their life chances. Yet we still struggle to counteract persistent inequality in both new and old forms. This is one of the modern welfare paradoxes, the gap between our policy ideals of inclusive education and the results in the field of practice. Over the years, worldwide urban segregation at urban contexts has created specific inequalities. The spatial segregation is a reality suffered in the big cities sum to the social class, ethnicity, gender and disability social divisions in educational settings and can have severe consequences for the individual child in both short- and long-term perspectives.
In this Research Topic, we encourage scholars to empirically investigate and further theorize why educational inequality still prevails, regardless of explicit goals of social inclusion and educational equity. Why do we fail to prevent new inequalities? How come existing knowledge on inequality is not enough to foster change, and which are the challenges experienced by educational organizations? We seek to expand the empirical basis for investigation and theoretical understandings of inequality-producing processes as they manifest in current educational arrangements in big cities around the globe. The scholars could describe a case from any of the following educational stages early years, primary and secondary education and vocational education.
This article collection seeks to encourage narrative and systematic review, metanalysis, case studies, qualitative and quantitative studies, as well as mixed methods investigations that can provide new knowledge on organizational mechanisms and challenge theoretical assumptions in educational inequality.
Without being restrictive, manuscripts regarding the following topics are welcome:
- school based interventions including the coordination between schools one or more external organizations located in big cities
- innovative educational pedagogies implemented in school located in urban areas
- innovative solutions and programs coordinating schools, educational communities and governments
- studies identifying challenges or opportunities about the coordination between schools and different childhood services.