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Turkey hosts the largest number of refugees of any nation globally, and the influx of Syrian refugees has placed massive strain on the Turkish education system. In response, the Promoting Integration of Syrian Children to the Turkish Education System (PICTES) program was implemented to help strengthen the Turkish public-school system and increase education access for Syrian refugee students. This chapter uses Bacchi’s (2009) method of policy analysis to look deeply at the underlying assumptions in the PICTES program. This analysis reveals that while the PICTES program has made great strides toward helping refugee students gain more long-term and sustainable access to education, it reflects cultural deficit thinking and focuses more on what refugees’ lack and need than on what they already have. The author argues that the PICTES program needs to be revised to change the current deficit approach and emphasize recognizing and leveraging refugees’ cultural wealth.

Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.

In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.

The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.

The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

Higher education and leadership educators have long been tasked to develop the next generation of leaders both in the classroom and outside of the classroom. Many educators use the Social Change Model of Leadership to highlight a nonhierarchical and collaborative approach to leadership while upholding the idea that everyone can be a leader regardless of the position they hold. However, the Social Change Model overlooks concepts of power and oppression and perpetuates whiteness in the process. With educators being tasked now more than ever to prepare students to solve complex social issues, this paper adds on new values to the Social Change Model of Leadership, using Yosso’s model of Community Cultural Wealth, to ensure that racially minoritized and other students from marginalized groups can tap into their capital and locate themselves within the model to make impactful and meaningful social change.

This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries.

A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An “a priori” coding scheme that drew from CRT was applied to transcripts during analysis.

Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning.

CRT has not been widely used to examine adult education practice, especially for workforce development and employer-based education programs. This research expands the use of CRT in adult education and encourages critical conversations around equity in learning opportunities offered by employers. CRT informed data analysis uncovered barriers to equitable learning opportunities and workplace learning. A discussion of inequities in work-based learning illustrates there is insufficient awareness of implicit bias, which points to the need for initiatives focused on social justice.

The development of ‘desire’ in a working-class artist/academic is explored through an analysis of the reminiscences between the author and her mother. It is argued that the notion of cultural capital implies a deficit in working-class subjects that is deterministic and does not fully explain those who are successful in the art world and/or academia. Rather than thinking about works of art and art practice in terms of cultural capital, they are conceptualised as resources that can have existential significance for some people. This is because early interactions with the arts enable people to connect with the world and at the same time enable them to recognise their own desires and talents while learning to think critically about their lives. The findings of this study suggest a nuanced approach based on cultural assets and resources rather than cultural capital should be considered in educational policy and practice.

The Royal Opera House, located at the epicentre of Covent Garden, stands as the UK’s leading provider of opera and ballet performances. Having been extensively redeveloped, its front facade is not visible from the area’s central market place and the perceived exclusivity and elitism commonly associated with its art forms also impose a challenge. This study aims to analyze the influence that the Opera House exerts on the tourist’s perception and experience of the world-renowned London’s “Theatreland”.

In all, three hundred and six semi-structured interviews with domestic, international, first-time and repeat tourists were conducted in six different locations throughout the area and inside the flagship building using a convenience sampling approach. These were then analyzed with the assistance of qualitative data analysis software (QSR N*Vivo) in two stages leading to an initial set of categorical topics that derived in a number of findings related to the factors that influence the tourist’s perception and experience of place.

The Opera House’s perceived urban concealment proved to have an impact on its influence on Covent Garden’s sense of place. But its social inclusion and audience development initiatives that foster a new generation of opera and ballet theatre-goers emerged as important findings as the House’s open door policy for daytime visitors along with live relays of current opera and ballet productions in other locations spark an interest in experiencing the building from the inside.

This paper focuses exclusively on findings related to audience development and social inclusion initiatives currently used at the Royal Opera House and their impact on the tourist’s perception and experience of place. However, many other factors influence these processes and scope for further research is highlighted.

The Royal Opera House’s perceived urban concealment imposes a challenge to the task of developing new audiences for its current and future productions. Its learning and participation unit must endeavor to engage younger and international markets by focusing on the quality of the House’s performances, its heritage and added facilities of the venue such as exhibitions and shop.

The Royal Opera House’s creed of “excellence, access and artistic development” is implemented by extending opportunities to younger target markets to engage with its cultural produce.

This paper addresses the gap in knowledge related to the development of the niche Opera House tourist segment of the cultural tourism market.

This chapter describes a course in recent U.S. history that uses a pedagogy of “praxis” to help students understand themselves as both products of and actors in history. The twin centerpieces of the course are the students’ own personal histories in relation to five systems of domination, and a historically informed political action project that reflects the students’ values, assumptions, and goals in relation to one or more of the systems of domination. A key dissonance for students is between their expressed values and their relative positions within each system of domination.

The purpose of this study is to examine commemorative spaces on college campuses as in/effective means of enhancing the collegiate communities’ wealth of diversity.

This research is rooted in both rhetorical communication and higher education theories to maximize our study’s ability to identify potential problems and opportunities for improvement. Upon reviewing the higher education trend of creating commemorative spaces to preserve, educate and celebrate the rich history of minority groups, a case study is provided through which the authors caution about the spaces’ potential relational and rhetorical problems.

This case study reveals that the context and visual rhetoric of a commemorative space is related to its perceived message (whether intended or unintended) and utility in enhancing campus diversity.

Explanations and suggestions regarding openings for future understanding, progress and collaboration among institutions of higher education and within their student body communities are provided.