Description

The contributors explore the experience of learners from minority groups and the education policy response of authorities, drawing on the international research in the USA, Finland, Rwanda, India, South Africa, Hungary, China and the UK. They explore the purpose of education for minority groups and in particular the place of human, social and identity capital in policy and practice.

Each chapter contains a summary of the key points and issues within each chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.

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