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To date, intersectional feminist criminological enquiry concerned with exploring junctions of gender and ethnicity amongst incarcerated women, has mainly come from studies undertaken in western nations. In this chapter, we present findings from research undertaken in Thailand that explored incarcerated ethnic minority women’s backgrounds, situational contexts surrounding their criminalization and criminal justice system experiences, with particular attention paid to women’s time in prison. Our purpose was to examine how gender and ethnicity intersected, impacting the lived experiences of criminalized ethnic minority women before and during their incarceration. Findings revealed the ways in which these women are marginalized inside and outside prison walls. On the outside, the women struggled with patriarchal systems of power, both within and beyond their communities. They were subjugated as women and by discourses of ethnic othering. Under-education, poverty, living with state, community, familial and intimate partner violence, trauma, and other adversity were key aspects of the women’s pre-prison lives and created the contexts from which they came into conflict with the law. The women faced challenges in accessing justice and, once imprisoned, gender and ethnicity intersected in several domains, to impact their carceral experiences.

In the more than quarter century since commitments were made under Education for All, low- and middle-income countries have made considerable progress in ensuring that more students are enrolled in and completing primary schooling. However, despite lofty promises to improve literacy and numeracy for all, UNESCO estimates that more than 250 million children are not learning the basics. Currently, a limited number of practitioners and policy makers have access to information on how well students are learning to read and perform basic math. As access to technology and globalization continues to expand, we expect increased demand for and democratization of information on student learning, particularly in the Global South.

This chapter describes the influence of reading assessments at the child level on the focus on quality education in low-resourced contexts. Over the past decade, child-level assessment data have contributed to modifications in classroom instruction, teacher support, community engagement, and language policy. These data have led to the refinement of additional child-level and classroom-based assessments to inform and reflect context. Ultimately, the initial questions about child-level learning have facilitated successive improvements in understanding and bettering the results. This chapter suggests a prospective direction that the international education community should take to continue improving child outcomes.

Culture is not new to the study of migration. It has lurked beneath the surface for some time, occasionally protruding openly into the discussion, usually under some pseudonym. The authors bring culture into the open. They are concerned with how culture manifests itself in the migration process for three groups of actors: the migrants, those remaining in the sending areas, and people already living in the recipient locations. The topics vary widely. What unites the authors is an understanding that though actors behave differently, within a group there are economically important shared beliefs (customs, values, attitudes, etc.), which we commonly refer to as culture. Culture and identity play a central role in our understanding of migration as an economic phenomenon; but what about them matters? Properly, we should be looking at the determinants of identity and the determinants of culture (prices and incomes, broadly defined). But this is not what is done. Usually identity and culture appear in economics articles as a black box. Here we try to begin to break open the black box.

This paper uses data from the Cedefop European Skills and Jobs survey (ESJS) (Cedefop, 2014, ESJS microdata are Cedefop copyright and are reproduced with the permission of Cedefop. Further information is available at Cedefop, 2015), a new international dataset on skill mismatch of adult workers in 28 EU countries, to decompose the wage penalty of overeducated workers. The ESJ survey allows for integration of a rich set of variables in the estimation of the effect of overeducation on earnings, such as individuals’ job search motives and the skill needs of their jobs. Oaxaca decomposition techniques are employed to uncover the extent to which the earnings penalties of overeducated workers can be attributed to either (i) individual human capital attributes, (ii) job characteristics, (iii) information asymmetries, (iv) compensating job attributes, or (iv) assignment to jobs with different skill needs. Differences in human capital and job-skill requirements are important factors in explaining the wage premium. It is found that asymmetry of information accounts for a significant part of the overeducation wage penalty of tertiary education graduates, whereas job characteristics and the low skill content of their jobs can explain most of the wage gap for medium-qualified employees. Little evidence is found in favor of equilibrium theories of compensating wage differentials and career mobility. Accepting that much remains to be learned with regards to the drivers of overeducation, this paper provides evidence in support of the need for customized policy responses to tackle overeducation.

‘Stans’ is an ancient Persian word meaning land, country or nation. This chapter begins with a review of the historical basis of zakat management in Islamic practice and provides a brief historical account and status of zakat practices in select countries in Central Asia. The section thereafter focuses on benchmark international zakat management models before providing recommendations for the development of an effective zakat management model within Central Asia. The economic shocks resulting from the pandemic have forced many in the region into situational poverty. If left unchecked, this may easily regress into chronic poverty, undoing the significant growth that these countries have experienced over the last decade. Existing social programmes have limited the impact of economic loss. Since the collapse of the Soviet Union, they have an opportunity to revive this history and once again empower their nations with Islamic social finance instruments. Effective zakat management models in Indonesia and Kuwait, for example, provide different dimensions to social impact. The Indonesian model of BAZNAS provides the most comprehensive methodology for governance, risk management and replication. BAZNAS′ strategy for digitalization and collaboration suggests a strong model for development within Central Asia. Through an effective zakat model, it is expected that Central Asian nations will be better protected against economic disruptions and provide a safety net for vulnerable communities in the region. These conclusions and recommendations in this chapter are limited to the information available in the literature. Further study is required through primary research to understand better what the challenges are in zakat modelling. Locals may also be surveyed to determine their levels of zakat knowledge and their concerns for institutional zakat collection and disbursement.

The purpose of the chapter is to give an overview of special education in Iceland, historically and with reference to modern use of terms, research, policy, legal trends and funding. Recent data is provided on demographic developments amongst children in Iceland and detailed account is given of practices in schools, including collaboration with parents and teacher education. Finally some issues and challenges are discussed that still remain to be solved with respect to meeting the special needs of students in school. One of the findings is that only 1.3% of students attend special schools and special classes and that the term special education has outlived its usefulness except perhaps in the context of the three segregated special schools that still remain in the country. Official papers have replaced it with the term special support. Despite a diversity of views and practices the main implication is that a new model of education is required, in line with that proposed by Slee where the needs of individuals are served in all schools and the binary thinking related to regular versus special education is no longer necessary.