Identity, Equity and Social Justice in Asia Pacific Education

While contemporary research has showcased numerous studies on the transformative themes of equity, inclusiveness and access, identity and social justice (see list of competing titles later in this form), these studies have been predominantly framed, explored and understood through western theorisations, which have often failed to sufficiently problematise these themes in the settings of developing or underdeveloped countries, such as those in the Asia Pacific region. Indeed some...
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While contemporary research has showcased numerous studies on the transformative themes of equity, inclusiveness and access, identity and social justice (see list of competing titles later in this form), these studies have been predominantly framed, explored and understood through western theorisations, which have often failed to sufficiently problematise these themes in the settings of developing or underdeveloped countries, such as those in the Asia Pacific region. Indeed some studies have indicated the insufficiency of western discourses in understanding how these themes are enacted under conditions markedly different from the developed West.This necessitates research that recognises the relevance of alternative theories and one that makes reference to a wide range of contextual and cultural perspectives available in the literature from the Asia Pacific region.The proposed book anticipates contributions on how educational, social, economic and cultural practices in regards to equity, identity, and social justice are informed by perspectives rooted in and often endorsed by theories from the East. In an age of increased awareness of who we are and how we are positioned in the multiple discourses available around us, the book¿s primary interest lies in understanding how we, as educators, discuss and address the changed scenario of educational provision in terms of access and participation. Contributors problematise such issues through ongoing dialogue with dominant Western academic discourses yet from a blend of cultural spaces, each within their own specific educational contexts.