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A volume in International Advances in Education:
Global Initiatives for Equity and Social Justice
Series Editors: Elinor L. Brown, University of Kentucky; Rhonda G. Craven, University of Western Sydney;
and George McLean, Catholic Universities of America
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be
elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are
most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly,
indigenous peoples in developed countries are seeking more control over education as they consider the long¿term effects of educational policies
that have been forced on them.
Research on education and social change in developing countries has a long history (Glewwe, 2002;
Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity¿building
in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and
Thailand. Further, the educational frameworks by which Indigenous peoples (M¿ori, Canada's First
Nations, and American Indian/Alaska Natives) have been educated have some significant similarities
to those encountered in developing countries. The compilation of chapters illuminates research and
collaborative initiatives between the authors and local leaders in developing countries' and Indigenous
peoples in developed countries' efforts to solve the complexity of social inequities through educational
access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and
identify trends and developments to provide the scope of educational improvement in a globalization
context (Brooks & Normore, 2010; Jean¿Marie, Normore & Brooks, 2009).
