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This paper seeks to provide instructional methods for using blackout poetry and primary sources to learn about marginalized voices from history within a social studies classroom. Blackout poetry provides students with authentic opportunities to engage in meaningful learning experiences using primary sources and marginalized voices that are both hands-on in nature and promote the use of critical thinking.

This paper opted to describe an approach to teach students about marginalized voices in history through the use of primary sources and blackout poetry. Step-by-step instruction was provided via an included table so that readers can recreate the lesson in readers' own classrooms.

This paper offers insights about how blackout poetry can be used to provide students an authentic experience with primary sources and historically marginalized voices. These experiences include opportunities to critically think about the context and significance or these marginalized voices and impact of marginalized voices on history through individual and cooperative learning opportunities.

This paper is designed for teachers to utilize and replicate in teachers' own social studies classrooms.

This paper provides teachers with detailed steps on how teachers can amplify traditionally marginalized voices in social studies instruction of teachers.

This paper recognizes the important role that primary sources have in the social studies classroom along with the historically under representative role that marginalized voices have had in the author's social studies classrooms. Through an original approach, using blackout poetry, the author presents a unique perspective on how to teach about historically marginalized voices using primary sources in a manner that supports historical thinking.

With the increasing number of refugees and asylum seekers in Thailand, the unfamiliar living and educational environments are barriers and challenges for immigrant children in inclusive schools. This is because schools are not well equipped to respond to the challenges faced by these children and their parents. At the same time, on the students' side, their parents are grappling with unfamiliar educational and social systems, as well as a language barrier. Although inclusion has been defined by the international declaration, The Salamanca Statement on Special Needs Education, 1994, to ensure access to quality education for all children, national inclusion policies are still only slowly incorporating children from different linguistic and ethnic backgrounds. This study is based on VUCA circumstances and aims to find out what the perceptions of teachers and marginalised students are about the future of inclusive education. A case study was used as an approach to obtaining information in a primary school in a province in the Northeastern region of Thailand with a high density of immigrant workers. Results of the study indicate that changes must be made by policymakers, stakeholders, schools and teachers if classrooms with marginalised students can be truly inclusive.

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and fulfill their dreams, the need of the hour is to strengthen the education system and prepare teachers with secular and reformative thinking. This chapter attempts to examine the problems of various marginalized groups in Indian society and their educational provisions. This work also aims to analyze several issues and challenges related to preparing teachers for inclusive schools and to draw attention to the need to reframe and revise teacher education programs and enforce inclusive teacher education practices in India to promote inclusion.

This chapter explores the parallels between the recruitment and retention of students from marginalized backgrounds, and efforts with similarly identifying faculty and student affairs administrators. Higher education institutions target specific student populations to increase access, thus leading to an increase of students of color, low-income students, and first-generation students on college campuses (Chen & Nunnery, 2019). This welcome development proves inadequate on its own, as the critical support structures necessary for student success are not in place. Students' lived experiences are not attended to in a manner that fosters thriving (Jack, 2019; Nunn, 2021).

Research underscores the significant positive impact on marginalized students of having faculty and student-facing administrators from similar backgrounds on their campus (Braxton et al., 2014; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). The intentional recruiting of these college personnel provides a vital means of attending to the needs of underrepresented students. Yet, the student experience is not instructive for the work with underrepresented college employees. The lived experiences of the faculty and administrators from marginalized identities are not being addressed either, similar to that of underrepresented students (Orelus, 2020). When these college personnel leave institutions unexpectedly or stay but are not thriving, this impacts students, colleagues and the college as a whole. In many respects, institutions are replicating inequities they commit to substantively dismantle, limiting the racial justice work they promised, and effectively thwarting their own Diversity, Equity, and Inclusion (DEI) efforts.

Using an autoethnographic approach, this chapter will explore these parallel issues, and propose recommendations for future research and institutional policy and practice for retention of underrepresented faculty and student-facing administrators.

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

In this introductory chapter, we articulate learning as the creative process of intentionally providing opportunities for growth in the learners’ cognitive, social, affective, and academic development and achievement facilitated and nurtured by true equity. The authors’ true equity framework entails providing the historically marginalized groups of students hope and justice, recognition and redistribution of resources needed to achieve their career and academic interests, motivation and engagement, consideration of the ways race and language matter in addressing inequities, and the critical consciousness required in interpreting, conceptualizing, analyzing, and interacting with the world in order to reach their career and academic achievement. The chapter recognizes and attempts to cover the social and cultural identities and needs of students who may be on the margins based on their race, ethnicity, religion, language, ability/disability, gender, sexual orientation, social class, and citizenship status. The authors believe that if we are truly committed to improving education for all children, we have to “mind the margins and it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to equity through inclusion of all, by attending to the needs of the many marginalized students who are often discounted.

Student support in higher education (HE) is a matter that has received, and is still receiving, rigorous attention in the research environment. HE faces challenges related to the throughput rates nationally and internationally and, as a result of that, most African countries have prioritised support in HE institutions, particularly universities. Amongst the groups of students targeted to receive student support are the marginalised students,¹ particularly students with visual impairments (SWVI). Developed countries have tirelessly attempted to ensure that SWVI are supported through aggressive policy positions and technological interventions. This chapter seeks to provide insights on the support programmes for SWVI in HE institutions in Africa. The chapter follows a qualitative approach and uses the social justice theory (Rawls, 1971) as a conceptual lens. Drawing on this theory, it can be argued that the support programmes and services provided to SWVI in Africa limit their participation in HE and constrain effective learning and, ultimately, perpetuate social injustice.

While educational shifts in response to COVID-19 at the state, district and school-level may have been grounded in the best of intentions, these decisions may not fully respond to the everyday realities of teachers, parents, caregivers and students living within historically marginalized communities. In addition to evidence-based and pragmatic approaches to emergency remote teaching (ERT), there is also a need to understand the experiences of students and families living in urban and rural contexts, who in light of existing educational inequities, are being further exposed to inequitable access due to school closures and the abrupt shift to ERT. This paper aims to use a reflexive dialogic approach to explore these issues.

Drawing from a larger phenomenological study highlighting the lived experiences of families being impacted by emergency shifts in educational policy and practice, this paper presents a dialogue between two teacher-educators of color working directly with teachers and administrators in the K-12 system across urban and rural contexts. This dialogue acknowledges and interrogates inequitable educational practices exacerbated by the pandemic for marginalized communities, and the shared responsibility of supporting the most vulnerable students as they transition to ERT.

Reflecting across their local contexts, the authors highlight the importance of educational decision-making that centers the perspectives of families in local communities; develop both pedagogical and structural approaches to address educational inequities; and purposefully approach ERT to disrupt such inequities and move toward a vision of educational justice.

Broader implications of this discussion speak to the ever-widening divide between marginalized and dominant communities, which undergirds the and educational inequities that continue to threaten the academic achievement of all students.

As educational decision-makers imagine new pathways in the days ahead, this dialogue highlights the importance of keeping complex issues of educational inequity at the center of the conversation.

The purpose of this chapter is to highlight how universities got into the predicament in which they currently find themselves in, or somewhat planned to be in, in the 2020s. The historical account outlines the purpose of higher education and who it was for throughout the last few centuries, before a more in-depth analysis of the last few decades will highlight how, and why, neoliberal and subsequently managerial aspects of leadership and performance metrics crept into universities before an analysis of the last 5–10 years, including the onset and consequences of COVID, will demonstrate that many ‘COVID recovery plans’ around staff cuts and course reforms were already in place before COVID, but it was COVID that allowed these plans in most cases to be escalated.

The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered.

The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts.

The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit.

These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.