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Table of Contents
<p><b>Preface </p></i></p></i>Acknowledgments </p></i></p></i>Chapter 1.</b> Race and Racism Worldwide: A Panorama of Perspectives and Contextual Complexities<br><i>Diane Brook Napier </i></b>(University of Georgia, USA) </p></i><p><b>Chapter 2.</b> Illusion of a Lost Past: Educational Co-habitation of Five Ethnies in Manchuria: Personal Biographical Notes and Methodological Reflections <br><i>Shin’ichi Suzuki</i></b> (Waseda University, Japan) </p></i><p><b>Chapter 3.</b> Education and the End of the Myth of Racial Harmony in New Zealand <br><i>David Small</i></b> (University of Canterbury, New Zealand) </p></i><p><b>Chapter 4.</b> Beyond Social Justice Agendas: Indigenous Knowledges in Pre-Service Teacher Education and Practice in Australia <br><i>Juliana M. McLaughlin and Susan L. Whatman</i></b> (Queensland University of Technology, Australia, and others) </p></i><p><b>Chapter 5.</b> Is the Kenyan Child Still Weeping? A Quest for Education within the Backdrop of Colonial and Post-Colonial Violations <br><i>Judith J. Jefwa</i></b> (University of Nairobi, Kenya) </p></i><p><b>Chapter 6.</b> Official Bilingualism and Clashing Colonial Legacies in Cameroon: A Historical Analysis Since Reunification in 1961 to the Present <br><i>Willibroad Dze-Ngwa</i></b> (University of Yaoundé I, Cameroon) </p></i><p><b>Chapter 7.</b> The Making of Identity and Africa: Voices of the Struggle to be African in South Africa <br><i>Crain Soudien, Yusuf Sayed and Shervani K. Pillay</i></b> (University of Cape Town, South Africa, and others) </p></i><p><b>Chapter 8.</b> European Policies on the Education of Roma Children: The Case of Spain <br><i>Luis Miguel Lázaro, Violeta Álvarez Fernández and Victoria Martín de la Rosa</i></b> (University of Valencia, Spain, and others) </p></i><p><b>Chapter 9.</b> Special Educational Needs and Foreign Children in Italy: Interpretations and Ambiguities <br><i>Melita Cristaldi</i></b> (Studio Interdisciplinare di Scienze Sociali e Umane, Italy) </p></i><p><b>Chapter 10</b>. Racialization through “Time” in Brazil‘s Cooperation in Higher Education: An Ethnographic Case Study of UNILAB <br><i>Susanne Ress</i></b> (University of Wisconsin, USA) </p></i><p><b>Chapter 11.</b> Rethinking Costa Rica‘s Racial Exceptionalism: Race Relations, Language Policy, and Development <br><i>Joanna Greer Koch</i></b> (North Carolina State University, USA) </p></i><p><b>Chapter 12.</b> You Look and Sometimes Sound the Same: Unpacking Racism Towards Nicaraguan Immigrants in Costa Rica <br><i>Steven Locke</i></b> (University of Wyoming) and </p></b><i>Carlos J. Ovando</i></b> (Arizona State University, USA) </p></i><p><b>Chapter 13.</b> The Role of Cuba’s Educational System towards Eliminating Racial Discrimination <br><i>Lidia Turner Martí, Elvira Martín Sabina and Isora Justina Enríquez O´Farrill</i></b> (José Varona Pedagogical University of Havana, Cuba, and others) </p></i><p><b>Chapter 14</b>. Discrimination and Exclusion in the Construction of Social Relations: Case Study in the Telesecundaria of Zozocolco of Hidalgo, Veracruz, Mexico <br><i>Sonia Comboni Salinas and José Manuel Juárez Núñez</i></b> (Universidad Autónoma Metropolitana, Campus Xochimilco, México) </p></i><p><b>Chapter 15.</b> Racism and Multicultural Education in Canadian Schooling <br><i>K. P. Binda, Tara J. Hall and Nadia Binda-Moir</i></b> (Brandon University, Canada, and others) </p></i><p><b>Chapter 16.</b> Quebec Identity Politics and Anti-Muslim Bias in Quebec Secondary Schools<br><i>Naved Bakali</i></b> (McGill University, Canada) </p></i><p><b>Chapter 17.</b> Understanding Institutional Racism from the Perspective of Racialized Female Student Activists in the Canadian Context <br><i>Mahtab Nazemi</i></b> (University of Washington, USA) </p></i><p><b>About the Contributors </p></i></p></i>Editor’s Contact Information </p></b></i><p><b>Index</p></b>
This volume will be a valuable resource illustrating historical and contemporary research along with thoughts on race and racism issues. Primarily, it aims to serve as a scholarly reference and research contribution for researchers and scholars in the interdisciplinary fields of Comparative and International Education and Post-Colonial Studies. Also, a teaching resource/text for the graduate university level market, it could serve as a required or supplementary text in any number of courses particularly in the fields listed above, or even as an Honors or upper level/AP text in the subject areas listed above. It could also be useful for Policy makers interested in the issues highlighted in the book. NGOs and Church leaders interested in the issues highlighted in the book, particularly those focusing on social justice/injustice . The “educated public”, people with an educated interest in human rights, history, and societal developments in different countries and regions of the world.