From our journals: A special issue on the right to education, educational inclusion and more

Introduction to the special issue: Right to education and educational inclusion of LGTB+ youth in Latin America and the Caribbean

Guest editors: Jamie Barrientos Delgado, Alberto Hurtado University; Maria Teresa Rojas, Alberto Hurtado University; Ismael Tabilo, Alberto Hurtado University; Canela Bodenhofer, Laboratory for Research and Innovation in Education for Latin America and the Caribbean

Published in: Education Policy Analysis Archives, Nov.1, 2021

This multilingual special issue includes eight articles from authors exploring issues surrounding educational inclusion in Brazil, Chile, Costa Rica, Mexico, Uruguay and other regions in the Global South. The authors highlight the barriers that LGBT+ children and youth must overcome, in and outside of school, in order to exercise their right to education. The articles help to critically analyze the experiences of school inclusion of this population in different countries, highlighting the successes and failures of educational policies.  

A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students

By: Jorge Herrera Valderrábano, Global Center for LGBTI+ Freedom and Education and Say it: Inclusive Schools; Cai Thomas, IREX; Cody Freeman, Thammasat University

Published in: Education Policy Analysis Archives, Nov. 1, 2021

LGBT+ students in Mexican schools face violence and discrimination. In this article, the authors show how civil society has led the way in advocating for LGBT+ inclusive education in Mexico. They explore the existing research at the national, regional and international levels, illustrating that much of what is present stems from civil society’s ongoing efforts. The authors analyze the current legal framework aimed at protecting students against discrimination and discuss the tools and advancements designed to promote inclusive classrooms.  

Review of Africanizing the school curriculum: Promoting and inclusive, decolonial education in African contexts

By: Shezadi Khushal, University of Toronto

Published in: Education Review, Nov. 3, 2021

Khushal says colonial legacy is deeply embedded at the core of formal education, worldwide. “The time has come for leaders, educators, practitioners and policymakers to acknowledge and address the oppressive actions, attitudes and policies that continue to infiltrate education systems,” she writes. This book, Khushal says, offers insights into decolonizing education as a form of critical praxis, moving from theory to action. The book’s authors offer strategies and solutions to achieving equitable and accessible education for all, making this book beneficial for any teacher, equity liaison, school leader or researcher who believes in education’s power of transformation. 

About our journals

MLFTC sponsors three innovative, open-access journals on education scholarship. EPAA is a peer-reviewed, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policies. Education Review publishes reviews of books on education topics and Acquired Wisdom essays by esteemed educational researchers, and CIE is a peer-reviewed journal led by MLFTC graduate students. 

Contact Stephanie McBride-Schreiner to learn more about our journals.