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The Palgrave Handbook
of Race and Ethnic
Inequalities in Education
Second Edition
Edited by
Peter A. J. Stevens · A. Gary Dworkin
The Palgrave Handbook of Race and Ethnic
Inequalities in Education
 Peter A. J. Stevens • A. Gary Dworkin
Editors

The Palgrave
Handbook of Race
and Ethnic Inequalities
in Education
Second Edition
Editors
Peter A. J. Stevens A. Gary Dworkin
Department of Sociology Department of Sociology
Ghent University The University of Houston
Ghent, Belgium Houston, TX, USA

ISBN 978-3-319-94723-5    ISBN 978-3-319-94724-2 (eBook)

https://doi.org/10.1007/978-3-319-94724-2

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 To Dr. Rosalind J. Dworkin, my wife, best friend, and frequent co-author.
To Daniel, Yiannis, Alexia and Tedula, for giving true meaning to everything.
We would also like to dedicate this second edition to the memory of our eminent
friend, colleague in RC04, and contributor to this volume, Dr. Jaap Dronkers of
the University of Maastricht
 Contents

Volume I

1 Introduction to the Handbook (Second Edition): Comparative

Sociological Perspectives on Racial and Ethnic Inequalities in
Education   1
Peter A. J. Stevens and A. Gary Dworkin

2 Argentina. Researching Ethnic and Educational Inequalities in

Changing Policy Scenarios: From Homogenization to the
Recognition of Diversity   7
Analía Inés Meo, Silvina Cimolai, and Lara Ailén Encinas

3 Australia: A Multicultural Education Experiment  61

Lawrence J. Saha

4 Austria: Equity Research Between Family Background,

Educational System and Language Policies 105
Barbara Herzog-Punzenberger and Philipp Schnell

5 Belgium: Cultural Versus Class Explanations for Ethnic

Inequalities in Education in the Flemish and French
Communities 159
Lore Van Praag, Marie Verhoeven, Peter A. J. Stevens, and
Mieke Van Houtte

vii
viii Contents

6 Brazil: An Overview of Research on Race and Ethnic

Inequalities in Education 215
Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva, and
Nigel Brooke

7 Canada: A Review of Research on Race, Ethnicity and

Inequality in Education from 1980 to 2017  253
Katherine Lyon and Neil Guppy

8 China: Sociological Perspectives on Ethnicity and Education:

Views from Chinese and English Literatures 301
Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu,
Peggy A. Kong, and Xiaoran Yu

9 Cyprus: Educational Inequalities in a Divided Country 345

Spyros Spyrou and Marios Vryonides

10 The Czech Republic: From Ethnic Discrimination to Social

Inclusion in the Educational System 379
Laura Fónadová, Tomáš Katrňák, and Natalie Simonová

11 England: Critical Perspectives on the Role of Schools in

Developing Race/Ethnic Inequalities 421
Peter A. J. Stevens, Ada Mau, and Gill Crozier

12 Finland: A Learning Society with Limited Understanding of

Ethnicity in the Everyday Life at School 485
Päivi Armila and M’hammed Sabour

13 France: The Increasing Recognition of Migration and

Ethnicity as a Source of Educational Inequalities 509
Mathieu Ichou and Agnès van Zanten

14 Germany: Systemic, Sociocultural and Linguistic Perspectives

on Educational Inequality 557
Ingrid Gogolin, Sarah McMonagle, and Tanja Salem
 Contents ix

15 Ireland: A Shift Towards Religious Equality in Schools 603

Daniel Faas and Rachael Fionda

Volume II

16 Israel: Gaps in Educational Outcomes in a Changing Multi-­

Ethnic Society 631
Nura Resh and Nachum Blass

17 Italy: Four Emerging Traditions in Immigrant Education

Studies 695
Davide Azzolini, Debora Mantovani, and Mariagrazia Santagati

18 Japan: The Localization Approach and an Emerging Trend

Toward the Study of Poverty Within Ethnicity and Inequality 747
Kaori H. Okano

19 The Netherlands: From Diversity Celebration to a Colorblind

Approach 783
Peter A. J. Stevens, Maurice Crul, Marieke W. Slootman,
Noel Clycq, and Christiane Timmerman

20 Norway: Ethnic (In)equality in a Social-­Democratic Welfare

State 843
Liza Reisel, Are Skeie Hermansen, and Marianne Takvam Kindt

21 Russia: Ethnic Differentiation in Education in a Context of

Debates on Cultural Diversity, Autonomy, Cultural
Homogeneity and Centralization 885
Leokadia M. Drobizheva, David L. Konstantinovskiy, Laisan M.
Mukharyamova, and Nail M. Mukharyamov

22 Republic of South Africa: An Enduring Tale of Two Unequal

Systems 931
Shaheeda Essack and Duncan B. Hindle
x Contents

23 Sweden: The Otherization of the Descendants of Immigrants 999

Alireza Behtoui, Fredrik Hertzberg, Rickard Jonsson, René León
Rosales, and Anders Neergaard

24 Taiwan: An Immigrant Society with Expanding Educational

Opportunities1035
Chun-wen Lin, Ying-jie Jheng, Shan-hua Chen, and
Jason Chien-­chen Chang

25 Turkey: Silencing Ethnic Inequalities Under a Carpet of

Nationalism Shifting Between Secular and Religious Poles1073
Gülseli Baysu and Orhan Agirdag

26 The United States of America: Accountability, High-Stakes

Testing, and the Demography of Educational Inequality1097
A. Gary Dworkin and Pamela Anne Quiroz

27 Cross-Nationally Comparative Research on Racial and Ethnic

Skill Disparities: Questions, Findings, and Pitfalls1183
Alexander Dicks, Jaap Dronkers, and Mark Levels

28 Social Cohesion, Trust, Accountability and Education1217

A. Gary Dworkin

29 Researching Race and Ethnic Inequalities in Education.

Key Findings and Future Directions1237
Peter A. J. Stevens and A. Gary Dworkin

Index1271
 Notes on Contributors

Orhan Agirdag (PhD in Sociology) is a tenure track professor at the KU Leuven and
an assistant professor at the University of Amsterdam. He is also a former Fulbright
Fellow at the UCLA. His main research interests include inequalities in education,
teacher education, multilingualism and religiosity. Orhan Agirdag received various
prestigious awards. He is an author of more than 100 publications that are cited over
700 times. Currently, Orhan Agirdag holds the chair of scientific research at the
Netherlands Initiative for Education Research (NRO). Professor Agirdag is regularly
invited to give public talks and his opinions are regularly featured in the media.
Päivi Armila is a lecturer in sociology at the Faculty of Social Sciences and Business
Studies, University of Eastern Finland, and adjunct professor in sociology of educa-
tion at the Department of Educational Sciences, University of Tampere, Finland. Her
research interests cover issues dealing with young people’s societal membership posi-
tions when scrutinized through the attributes of age, gender, ethnicity, socio-­
economic indicators, and domicile. Armila has also conducted research concerning
racism and other forms of discrimination among the youth who represent different
minorities (ethnic, sexual, religious, handicapped etc.). School and leisure surround-
ings as meaningful social spaces for the youth have framed the main contexts for her
analyses. Her work has been published in national and international outlets, includ-
ing the Journal of Leisure Studies. Armila is currently leading a research project: ‘Sports
hobby possibilities of Youth with Disabilities’, and coordinating a research project
‘Youth in Time’.
Davide Azzolini is a research fellow at the Institute for the Evaluation of Public
Policies of the Bruno Kessler Foundation (FBK-IRVAPP), Italy. He holds a PhD in
Sociology and Social Research from the University of Trento and a Master Degree in
Public Policy Analysis from COREP, Turin. In 2010, he was visiting research collabo-
rator at the Office of Population Research of the Princeton University, US. His main
research interests include student achievement, inequality in educational opportunity,

xi
xii Notes on Contributors

international migration, immigrant integration and public policy analysis and evalu-
ation. He published papers on several peer-reviewed journals such as: The Annals of the
American Academy of Political and Social Science; Research in Social Stratification and
Mobility; Journal of Ethnic and Migration Studies; and Demographic Research. Currently,
he is involved in a number of policy experimentations and randomized controlled
trials in the areas of higher education participation, student achievement and teachers’
digital competences.
Gülseli Baysu is a Lecturer in the Centre for Identity and Intergroup Relations in
the School of Psychology at Queen’s University Belfast. She is also an affiliated mem-
ber of the Center for Social and Cultural Psychology at the University of Leuven. Her
research interests focus on social psychology of cultural diversity, immigration and
integration, educational success of immigrants and minorities, intergroup relations,
identity processes and identity politics. She has recently published papers on how
perceptions of equal treatment enhance achievement and belonging of Muslim
minority adolescents in European schools (Child Development, 2016, 87–5, 1352–
1366) and on the intersectionality of Muslim identity with political identities in the
Gezi park protests of Turkey (Group Processes and Intergroup Relations, 2017, 20–3,
350–366). She is an associate editor in the Journal of Social and Political Psychology.
She was awarded Distinguished Visiting Fellowship to spend her sabbatical at the
Graduate Center of City University of New York in 2018 spring. She recently received
a grant from Jacobs Foundation for a project on “Cultural diversity approaches in
schools and their implications for student achievement and adjustment”.
Alireza Behtoui is Professor of Sociology at Södertörn and Stockholm University,
Sweden. His research interests include the areas of education and labor market with
primarily focus on the impact of social capital on the stratification process. His past
and current research projects cover the areas of class, ethnic and gender relations,
identity constructions and power differences. His expertise lies in quantitative
research methods. His works have been published in journals in the field of educa-
tion, sociology, and ethnic relations, including Work, Employment & Society; British
Journal of Sociology of Education; European Societies; Journal of Comparative Family
Studies; Ethnic and Racial Studies and Journal of Ethnic and Migration Studies. Behtoui
coordinates a large-scale project on “The impact of civil society organizations on the
educational achievements of young people in marginalized urban areas”.
Nachum Blass is the principal educational researcher in the Taub Center for Social
Policy Studies in Israel. He obtained his M.A Degree in American History from
Rutgers University, N.J., USA. Prior activities include senior positions in the Israel
Ministry of Education, CEO Institute for Educational Facilities, membership in
­various public task forces investigating major educational problems and over 30 years
of research on educational gaps in Israel. He taught for many years in various insti-
tutes of higher education courses on educational policy. Currently he is involved in
research of varying aspects of educational problems affecting the Israeli society. He is
 Notes on Contributors xiii

also a member of an interdisciplinary team in the Hebrew University performing an

evaluation of a major step intended to encourage the implementation of mainstream-
ing (in regular schools) children with special needs.
Nigel Brooke is an associate professor in the Faculty of Education, Federal University
of Minas Gerais, Brazil. A member of the Educational Evaluation and Measurement
Group, he obtained his PhD in Development Studies from the University of Sussex,
UK. Prior activities include nine years with the Ford Foundation’s Rio de Janeiro
office, first as Program Officer for Education and then as representative, and ten years
as researcher, educational planner, and education policy advisor for the state govern-
ment of Minas Gerais. Current activities include the coordination of a follow-up
study to the GERES project, a longitudinal study of 20,000 elementary school chil-
dren, and advisory work with the federal government and state and municipal secre-
tariats of education in the field of educational evaluation. Publications cover the
themes of educational quality, educational decentralization, educational evaluation
and accountability and, most recently, the history of education reform.
Jason Chien-chen Chang is professor of education and dean of the College of
Education, Chinese Culture University, Taiwan. Former president of Taiwan
Association for the Sociology of Education and the China Education Society
(Taiwan), he has been serving as board member of many other professional organiza-
tions and government policy consultant. Now, he is a vice president of the Research
Committee on Sociology of Education (RC04), International Sociological
Association. As a critical sociologist of education, he focuses his research on the cul-
tural factors that affect the learning opportunities of indigenous people and working
class students in Taiwan. His empirical findings on parenting and cultural capital
formation, ethnic relation and multicultural myths, teenagers’ popular culture, and
so on, have been often referred to or quoted in Mandarin-speaking societies.
Shan-hua Chen is a professor of Graduate Institute of Educational Administration
and Policy Development, National Chiayi University, Taiwan. Having received her
PhD in sociology of education from National Taiwan Normal University, she began
to research on indigenous education, using cultural theories as analytical tool. Her
researches have been funded by grants from the Ministry of Science and Technology
(MOST), Taiwan, and the main results, mostly related to issues of multicultural edu-
cation, have been published in reputable journals. She is currently an executive editor
of Taiwan Journal of Sociology of Education, a first-ranked scholarly journal in Taiwan.
Hua-Yu Sebastian Cherng is an Assistant Professor of International Education at
New York University’s Steinhardt School of Culture, Education, and Human
Development. His interests include comparative perspectives on race/ethnicity (with
a focus on China and the US), immigrant adaptation, and social capital within the
school and educational context. His research has appeared in journals such as the
American Educational Research Journal, Educational Researcher, Social Forces, and
Social Science Research. In popular presses, his work has appeared in over twenty
xiv Notes on Contributors

mainstream media outlets, including CNN, NPR, TIME, Business Insider,

Huffington Post, Metro, and Essence. He received his PhD in Education Policy and
Sociology from the University of Pennsylvania.
Silvina Cimolai is lecturer and researcher at the National University of General
Sarmiento and the National University of Luján in Argentina. She is a psychologist
from the University of Buenos Aires (Argentina) and has obtained a PhD degree in
Education at UCL-Institute of Education, University of London (UK). Her thesis
examines the production of academic knowledge in the intersections of psychology
and education in Argentina. Her research interests are psycho-­educational problems
and the production of knowledge in education.
Noel Clycq is research professor in training and education sciences at the research
group Edubron at the University of Antwerp. He focuses on issues of diversity, global-
ization and the governance of learning. In the past he held the chair ‘European values:
discourses and prospects’ at the History department and was senior researcher at the
Centre for Migration and Intercultural studies (University of Antwerp). He publishes
in national as well as international journals on issues related to ethnicity, gender,
migration, multiculturalism, education and the family. He (co-)coordinated large-
scale interuniversity projects at the national as well as the European level, and super-
vises several PhD-projects on early school leaving, collective identity formation and
the (un)making of Muslim identities.
Gill Crozier is Professor of Education and former Director of the Centre for
Educational Research in Equalities, Policy and Pedagogy in the School of Education,
University of Roehampton, London, UK. She is a sociologist of education and has
researched and written extensively on race and class. Her work has focused on par-
ents, families and school relationships, young people in urban schools, access to and
participation in higher education, and the structural, socio-cultural influences and
impact upon identity formation, learner experiences and life chances, see for instance
(recently published): Crozier, G. Burke, P.J. Archer, L. (2016) ‘Peer relations in
higher education: raced, classed and gendered constructions and Othering’, Journal
of Whiteness and Education, 1:1, 39–53 and Crozier, G. (2017) ‘Race Matters: urban
education, globalisation and the 21st century’. In William Pink and Noblett, G. (eds)
The International Handbook on Urban Education. Springer Publications.
Maurice Crul is professor of sociology at the Free University in Amsterdam. His
research interests include the areas of education and labor market among children of
immigrants in a cross-European and transatlantic perspective. His past and current
research focuses on the effect of national and local institutional arrangements in edu-
cation and the labor market on school, and labor market careers of children of immi-
grants. He has been a guest editor of special issues in journals including International
Migration Review, Ethnic and Racial Studies, Journal of Ethnic and Migration Studies,
and Teachers’ College Records. He is the co-author of several books, including
Superdiversity: A New Vision on Integration (2013), The Changing Face of World Cities
 Notes on Contributors xv

(2012), and The European Second Generation Compared (2012). He coordinated the
TIES project (http://www.tiesproject.eu), a survey project on the second generation
in eight European countries and the ELITES project (http://www.elitesproject.eu/),
looking at the upcoming elite among the second generation in Europe. Maurice Crul
is since 2018 coordinating the ERC Advanced Grant Project Becoming a Minority
about the integration of people of native descent in superdiverse cities in Europe.
Natalino Neves da Silva is an Adjunct Professor of the Humanities and Letters
Institute (ICHL), Department of Human Sciences (DCH), Federal University of
Alfenas (Unifal-MG). He works in the Postgraduate Program in Education (PPGE /
UNIFAL-MG). Graduated in Pedagogy. Master and PhD in Education from the
Federal University of Minas Gerais. He has experience in Education, with emphasis
on Sociology of Education, working mainly in the following subjects: difference,
culture and education, ethnic-racial relations and education, youth, black youth,
youth and racial relations, youth and adult education, teaching middle school, pro-
fessional education, school and non-school management, pedagogical coordination,
social education, teacher training and ethnic-racial diversity, educational policies,
social, racial and diversity inequalities, social movements and education.
Alexander Dicks is a PhD candidate at the Research Centre for Education and the
Labor Market and the Department of Economics at Maastricht University. He
received his MSc in Sociology and Social Research from Utrecht University and his
BSc in Social Sciences from the University of Cologne. His research interests range
from the sociology and economics of education and the labor market, especially
social stratification and mobility, to political polarization, and neighborhood effects.
His PhD research focuses on young people who are not in education, employment,
or training (NEET), their decision making during the school-to-work transition, the
role of their parents and peers, and possible scarring effects.
Leokadia M. Drobizheva is Professor, Chief Scientific Researcher and Head of the
Research Center for Interethnic Relations of the Federal Center of Theoretical and
Applied Sociology of the Russian Academy of Sciences, Moscow, Russia. She is also
Professor-Researcher of the National Research University Higher School of Economics.
She heads the Committee for Ethnic Sociology at the Russian Society of Sociologists.
She is also a member of the RF President’s Council on Interethnic Relations. Prof.
Drobizheva studies ethnic and civic identity, ethnic identity, disparities of ethnic
groups, isolationism and discrimination, working on problems of ethnic nationalism.
Her latest books are Ethnicity in the Socio-Political Space of the Russian Federation
(2013) and Interethnic accord as a resource in Consolidating Russian Society (2016, ed.).
She led the projects studying nationalisms in the republics of the Russian Federation,
social and cultural distances, disparities of ethnic groups, ethnic and civil identities.
Jaap Dronkers was Professor of International Comparative Research on Educational
Performance and Social Inequality at Maastricht University. He has been Chair in
Educational Sciences, and Chair in Empirical Sociology at the University of
xvi Notes on Contributors

Amsterdam, and professor of Social Stratification and Inequality at the European

University Institute in Florence. He was honorary doctor at the University of Turku,
and honorary member of Dutch Sociological Association (2013). Jaap has been a
member of editorial boards of journals including Mens en Maatschappij, Educational
Research and Evaluation, Sociology of Education, and American Sociological Review.
He has published on the causes and consequences of unequal educational and occu-
pational attainment, changes in educational opportunities, effect-differences between
public and religious schools, the educational and occupational achievement of
migrants from different origins and in various countries of destination, the linkages
between school and the labour market, the effects of parental divorce on children,
cross-national differences in causes of divorce, education of Dutch elites, and
European nobility. Jaap passed away in 2016.
A. Gary Dworkin is Professor of Sociology, co-founder of the Sociology of Education
Research Group (SERG) and former chair of the Department of Sociology, The
University of Houston, USA. Currently, he is as immediate Past President of Research
Committee 04 (Sociology of Education) of the International Sociological Association.
He served on the Council of the Sociology of Education section of the American
Sociological Association and as President of the Southwestern Sociological Association.
His publications include twelve books and numerous articles on teacher burnout,
student dropout behavior, minority-majority relations, gender roles, and on school
accountability. His publications on the No Child Left Behind Act appeared in the
journal Sociology of Education, in a special issue of the International Journal of
Contemporary Sociology, and in several chapters on the political dimensions of school
accountability. Along with his colleagues on the RC04 board he has published two
articles on the current state of Sociology of Education in the ISA journal, Sociopedia.
He wrote on the effects of retention-in-grade (with Jon Lorence, published by The
Brookings Institution, Washington, D.C.). He and Rosalind J. Dworkin published
three editions of The Minority Report (3rd edition by Wadsworth, 1999), a book on
race, ethnic, and gender relations. Along with Lawrence J. Saha of the Australian
National University, Dworkin edited The International Handbook of Research on
Teachers and Teaching (published by Springer in 2009). He co-­edited the 1st Edition
of the Palgrave Handbook of Race and Ethnic Inequality in Education with Peter A. J.
Stevens in 2014.
Lara Ailén Encinas is a sociologist, graduated from the University of Buenos Aires
(UBA). She has obtained a stimulus scholarship from the National Interuniversity
Council (Argentina). She has been research assistant in different projects on health
and educational inequalities. She is a Master’s student at the École des Hautes
Études en Sciences Sociales (EHESS) in Paris and a research assistant of a project on
teachers’ work identities at the Research Institute “Gino Germani” in the City of
Buenos Aires.
Shaheeda Essack is Director of the Directorate: Registration of Private Higher
Education Institutions at the National Department of Higher Education and Training
 Notes on Contributors xvii

in South Africa. Currently, she is Secretary of Research Committee 04 (Sociology of

Education) of the International Sociological Association. Shaheeda’s work experience
includes secondary school teaching, adult basic education and training, and academic
development in higher education. Her research interests cover the following areas:
student/staff/curriculum development in higher education; peer mentoring and edu-
cational development in the context of a transforming society; and policy develop-
ment and implementation in higher education in post-apartheid SA. Her work has
been presented at EARLI conferences and published in journals such as Interactive
Discourse and Sociopedia.isa. She is currently also senior research associate in the
Department of Sociology at the University of Johannesburg. Her current research
focuses on the transition of marginalized learners from secondary school to post-
school education and training institutions and the challenges they experience in the
context of a transforming post-­apartheid society. New areas of research include policy
development and implementation in private higher education.
Daniel Faas is Associate Professor in Sociology, Founding Director of the MSc in
Comparative Social Change and Member of the University Council at Trinity College
Dublin. He has held Visiting Professorships at Universidade de São Paulo, Beijing
Foreign Studies University, University of the Philippines Diliman, and University
College London. His research is in the sociology of migration and consists of three
interlinked strands: identities and integration; comparative curriculum analysis; as
well as religion and schooling in Ireland and Europe. He has published widely on these
topics in high-impact peer-­reviewed international journals, as well as a sole-authored
monograph (Negotiating Political Identities: Multiethnic Schools and Youth in Europe).
He is winner of the Trinity Global Engagement Award (2016), an elected Fellow of
Trinity College Dublin (2015), winner of the Provost’s Teaching Award at Trinity
College Dublin (2012), and recipient of the European Sociological Association award
for best journal article (2009). He was Head of the Department of Sociology at Trinity
College Dublin from 2012 to 2016. Professor Faas regularly acts as expert evaluator
for the European Commission as well as a range of national funding agencies.
Rachael Fionda is Director of the UCD Applied Language Centre. Starting out
with a degree in Linguistics and Italian at Leeds University, Rachael spent five years
teaching and lecturing in Germany, Italy and Austria. After completing an MPhil in
Applied Linguistics (Innsbruck University) Rachael moved to Ireland to research
Second Language Acquisition and language policy for students from migrant back-
grounds in Irish second level schools as her PhD (as part of the Trinity Immigration
Initiative project at Trinity College, Dublin). A five-year period as Director of Studies
at Swan Training Institute followed that (highlights included EAQUALS recognition
and IH London ELT Management Diploma). Active presenter at conferences and
contributor to societies relating to applied linguistics and leadership. Her research
interests include language in society, migrant education, leadership and management
in language education, language policy and planning, minority languages, programme
planning and fit for purpose course design, online learning, EMI, LA and the CEFR.
xviii Notes on Contributors

Laura Fónadová received her PhD in sociology at the Faculty of Social Studies, at
Masaryk University in Brno. She now works as an assistant professor in the
Department of Public Economics at the Faculty of Economics and Administration at
Masaryk University. Her research interests focus on issues of ethnicity, ethnic inequal-
ity, social class, and social mobility. Her current research is aimed at the Roma popu-
lation in the Czech Republic. She analyses the processes of ethnic differentiation of
Czech elementary schools. She is the author of the monograph They Would Not have
been Excluded: Upward Social Pathways of the Roma in Czech Society (in Czech, 2014).
She has published in European Sociological Review, Research in Social Stratification and
Mobility, Czech Sociological Review, Slovak Sociological Review, and in several Czech
monographs.
Ingrid Gogolin is full professor of international comparative and intercultural edu-
cation research at the University of Hamburg. Her research interests cover the follow-
ing areas: consequences of migration for education; international comparison of
education systems and their historical and contemporary approaches to diversity. Her
work has been published in high-ranking educational research journals, including
European Educational Research Journal, British Educational Research Journal and the
Zeitschrift für Erziehungswissenschaft. She was the coordinator of the Center for
Research and Support of Migrant Children and Youth (FÖRMIG, www.foermig.
uni-hamburg.de) at the University of Hamburg, as well as co-coordinator of the
Research Center of Excellence Linguistic Diversity Management in Urban Areas
(LiMA, www.lima.uni-hamburg.de). She currently heads the coordination point of
the research cluster on multilingualism and language education in Germany (KoMBi;
https://www.kombi.uni-hamburg.de/). Her current research is focused on longitudi-
nal development of migrant children’s multilingual performance and on the design
and evaluation of supportive educational models for multilingual, multicultural
schools.
Luiz Alberto Oliveira Gonçalves is a full professor, teaching Research Methodology at
the Faculties of Education and Medicine of the Federal University of Minas Gerais.
He obtained his PhD in Sociology from École des Hautes Études en Sciences Sociales,
Paris. His research and publications are on the sociology of education with a focus on
educational inequalities based on race/ethnicity, studies of contemporary youth and
religious culture and violence in school. He is currently a consultant for the Research
Foundation of the State of São Paulo and the International Mobility Program for
Afro-Brazilian researchers of Coordination of Improvement of Higher Education
Personnel of the Ministry of Education.
Neil Guppy is a professor at the University of British Columbia. He was Associate
Dean (Students) from 1996 to 1999, Associate Vice-President (Academic Programs)
from 1999 to 2004, and Head of Department from 2006 to 2013. He is a graduate
of Queen’s University (BA/BPHE) and the University of Waterloo (MSc/PhD, 1981).
He has published several books, including Education in Canada (1998, with Scott
 Notes on Contributors xix

Davies), The Schooled Society (2018, 4th edition, with Scott Davies), and Successful
Surveys (2008, 4th edition, with George Gray). Recently he has published work in the
American Sociological Review, Canadian Review of Sociology, International Migration
Review and Teaching Sociology. His research interests include social inequality (espe-
cially class, ethnicity, and gender) and education. At UBC he has received both a
University Killam Teaching Prize and a University Killam Research Prize.
Emily Hannum is Professor of sociology and education at the University of
Pennsylvania. Her research interests include education, global development, gender
and ethnic stratification, poverty, and child welfare. She is a co-principal investigator
on the Gansu Survey of Children and Families, a collaborative, longitudinal study of
children in rural northwest China that seeks to illuminate sources of upward mobility
among children living in some of China’s poorest communities. Recent papers
include ‘Childhood inequality in China’ (with Natalie Young, forthcoming, China
Quarterly) and ‘Chronic undernutrition, short-term hunger, and student functioning
in rural northwest China’ (with Li-Chung Hu, 2017, International Journal of
Educational Development).
Are Skeie Hermansen is a Postdoctoral Fellow in the Department of Sociology and
Human Geography at the University of Oslo, Norway. His current research interests
include ethnic stratification and integration among immigrants and their local-born
children, segregation processes in schools and residential neighborhoods, and organi-
zational perspectives on labor marker inequalities. His recent work has been pub-
lished in journals such as the European Sociological Review, Social Forces, and
Demography.
Fredrik Hertzberg is an associate professor and senior lecturer at the department of
Education, Stockholm University. His research interest is focused on the educational
attainment of children of immigrants and their transition from school to work, a
process, which he has studied from different perspectives: institutional practices,
processes of exclusion, strategies for inclusion and educational policy mainly with
help of qualitative research methods. He is coordinator of the large-scale project
“Inclusion and recognition of newly arrived migrant youth through educational and
vocational guidance”, funded by the Swedish Research Council.
Barbara Herzog-Punzenberger is chair of the research program on multilinguality,
interculturality, and mobility at the Federal Institute for Research in Education,
Innovation, and Development of the Austrian School System BIFIE. Her research
interests cover the areas of sociology of education, ethnic relations and minorities,
political philosophy, and mixed methods research. She has been leading the Austrian
part of the EU comparative study of the second generation TIES at the Austrian
Academy of Sciences and was a member of the EU network of excellence in migra-
tion research IMISCOE. She is standing expert of the EU Fundamental Rights
Agency and member of the EU network on policy development in the field of migrant
education SIRIUS. She taught at the University of Vienna, the University of
xx Notes on Contributors

Economics in Vienna, the University of Hannover, and the University of Salzburg.

She is particularly interested in the governance of education systems in societies of
immigration and has been lecturing at the OECD, Metropolis Canada and Metropolis
International, Kennedy School of Government at Harvard University, and the Open
Society Institute.
Duncan B. Hindle was the director general of education in South Africa from 2005
to 2010, and is currently engaged in facilitating education dialogues under the aus-
pices of the National Education Collaboration Trust (www.nect.org.za). A teacher by
profession, he has taught mathematics at primary and secondary schools, educational
technology at a teacher training college, and sociology of education at the University
of Natal in Durban. His research interests focused on policy contestations in educa-
tion during the transition from apartheid to democracy. His work has been published
in various journals and books. He also served as president of the South African
Democratic Teachers Union (SADTU), the largest teachers’ union in South Africa,
before joining government in 1996.
Mathieu Ichou is a tenured researcher at the French Institute for Demographic
Studies (INED), where he belongs to the research units on International Migrations
and Minorities and on Economic Demography. Before joining INED, he completed
a PhD at Sciences Po in 2014 focused on the academic trajectories of children of
immigrants in France and the UK. He then held a Postdoctoral Prize Research
Fellowship at Nuffield College, University of Oxford. His research interests include
the study of migration and ethnicity, the sociology of education, social stratification
and inequality, international comparison, quantitative and qualitative methods and
their combination. He has authored a book on children of immigrants in French
schools (Les Enfants d’immigrés à l’école, 2018) and co-edited another on the
“migrant crisis” in Europe (Au-delà de la « crise des migrants »: décentrer le regard,
2016). His work has also been published by high-profile academic presses and jour-
nals, including Stanford University Press, European Sociological Review, Oxford Review
of Education and Revue Française de Sociologie.
Ying-jie Jheng is an associate professor in the Center of Teacher Education, National
Taiwan Sport University, Taiwan. He is currently the deputy secretary-general of
Taiwan Association for the Sociology of Education. He obtained his PhD from
Graduate School of Education and Information Studies, University of California,
Los Angeles. His research expertise has been in Sociology of Education, especially on
the issues of social class and education, youth/student culture, and the relationship
between private tutoring and formal school. His research project on the social phe-
nomenon of ‘Youth Precariat’ in Taiwan has just received grants from the Ministry of
Science and Technology (MOST), Taiwan.
Rickard Jonsson is a Professor and Director of section for Child and Youth Studies,
Stockholm University, Sweden. His linguistic ethnographic research concerns mascu-
linity, sexuality, ethnicity and language use. Inspired by Judith Butler’s theoretical
 Notes on Contributors xxi

work combined with Narrative analysis of talk in interaction, Jonsson investigates the
construction of young masculinities in everyday school life. A recurrent theme
throughout his research is to deconstruct various stereotypes surrounding youth in
multilingual classrooms. Jonsson furthermore takes a critical stance towards moral-
izing descriptions of youth’s language use – and especially a linguistic style, labeled
“Rinkeby Swedish”. He uses discourse analysis in studies of media texts in order to
grasp language ideologies surrounding urban youths’ styles. Another area of his
research is boys’ underachievement in school, and how the talk of boys’ anti-school
culture, can be read as a master narrative, which not only explains students’ school
strategies, but also constitutes how certain students are being addressed in classrooms.
Jonsson has been published in journals such as Journal of Linguistic Anthropology,
Gender and language, Journal of Language, Identity and Communication, and Journal
of Anthropology and Education. He is the author of the two monographs Blatte betyder
kompis and Värst i klassen (Ordfront).
Tomáš Katrňák is Associate Professor at the Faculty of Social Studies, at Masaryk
University in Brno. He specializes in social stratification, social statistics, and socio-
logical data processing methods. He is the author of the monograph Destined to
Manual Labour: Educational Reproduction in a Working-Class Family (in Czech, 2004)
and the books Class Analysis and Social Mobility (in Czech, 2005), Elective Affinities?
Homogamy and Heterogamy of Married Couples in the Czech Republic, (in Czech,
2008), At the Threshold of Maturity: Partnership, Sex, and Life Concepts of Young People
in Contemporary Czech Society (co-­authored by Zdeňka Lechnerová, Petr Pakosta, and
Petr Fučík, in Czech, 2010,) and Return to Social Origin: Social Stratification
Development in Czech Society from 1989 to 2009 (co-­authored by Petr Fučík, in
Czech, 2010). He has published in Czech Sociological Review, Sociology, International
Sociology, Sociological Theory and Methods, European Sociological Review, and Research
in Social Stratification and Mobility.
Marianne Takvam Kindt is a PhD Candidate at the Department of Education,
University of Oslo, Norway. Her current research interests include the integration of
immigrants and their descendants, children of immigrants’ educational choices,
female descendants’ understandings of the relationship between work and care, and
narrative analysis. Her recent research has been presented at the conferences of the
Nordic Educational Research Association and the European Sociological Association,
and published in Ethnic and Racial Studies.
Peggy A. Kong is an assistant professor in Comparative and International Education
at Lehigh University. Her research interests include comparative education, educa-
tional inequality, social mobility, mixed methodology research, and cultural diversity.
Her research is committed to social justice and educational equity with a focus on
family-school relationships as they relate to policies, social class, gender, race/ethnic-
ity, and immigrant status. She is currently conducting comparative research on immi-
grant parental perspectives on school readiness and engagement in the United States.
xxii Notes on Contributors

She is the author of Parenting, Education, and Social Mobility in Rural China:
Cultivating Dragons and Phoenixes (2016).
David L. Konstantinovskiy is Professor and Head of Department of Sociology of
Education at the Institute of Sociology of the Federal Center of Theoretical and
Applied Sociology of the Russian Academy of Sciences, Moscow, Russia. He is also
Chief Researcher of the National Research University Higher School of Economics,
Chairman of the State Accreditation Commission in the Russian Presidential
Academy of National Economy and Public Administration, Professor of the State
Academic University for the Humanities and expert of the Russian Science Foundation
and other organizations. His research interests focus on inequality in education, the
role of education in social mobility and the formation of the social structure of soci-
ety. He was head and co-leader of Russian and international research projects on
sociology of education and youth. His works has been published in journals such as
Higher Education, European Journal of Education, Sociological Research etc.
René León Rosales is PhD in Ethnology and Head of Research at the
Mångkulturellt centrum, Botkyrka. His dissertation, On the hither side of the future
(2010), was an ethnographical study of the impacts of economic and ethnic segrega-
tion, policies and masculine ideals on boy’s identity formations in a multi-ethnic
school in northern Botkyrka, a suburb to Stockholm. He has since kept on dealing
through different research projects with issues concerning how racialized hierarchies
are negotiated in school and society in relation to a normative swedishness connected
to whiteness, urban spaces and ways of talking Swedish. His current research project,
entitled The suburbs and the renaissance of the education of the people, with funding
from the Swedish Research Council, delves into the rise and politicization of youth
movements in vulnerable neighbourhoods in major Swedish cities. He is also work-
ing with the project Methodological Laboratories – towards tenable methods to mea-
sure ­discrimination on the grounds of race, ethnicity and Religion, with funding
from the Swedish Research Council. The aim of this project is to produce – in coop-
eration with targeted groups, researchers of racism and methodological experts – ade-
quate methods to use in national work against racism that are simultaneously designed
to hinder their use to either discriminate or reproduce racism.
Mark Levels is senior researcher at the Research Centre for Education and the Labor
Market (ROA) of Maastricht University and associate member of Nuffield College,
Oxford. He currently serves as national co-coordinator of the National Cohort Study
on Education in the Netherlands, which combines various data sources (register data,
performance data, school data, and various national surveys) into a longitudinal data
set on all children in Dutch primary, secondary and tertiary education. Earlier posi-
tions include a postdoctoral fellowship at the College for Interdisciplinary Education
Research, a postdoc at Maastricht University, an assistant professorship of sociology
at Radboud University Nijmegen, and visiting positions at Nuffield College,
Harvard’s Kennedy School of Governance, and the European University Institute.
 Notes on Contributors xxiii

Mark is broadly interested in the impact of laws and policies on human decision-
making and behaviour, and focusses mostly on education and labor market decisions.
One of his main research lines involves cross-­national comparative research on immi-
grants’ and immigrant children’s skills. He also leads an international consortium of
scholars studying NEET. Mark’s work has been published in books and journals such
as the American Sociological Review, PlosOne, the European Sociological Review, and
Ethnic and Racial Studies.
Chun-wen Lin is an associate professor of Teacher Education Center at National
Chiayi University, Taiwan. A college English major, she found herself confused at
times by questions about the way the society works. When studying sociology of
education in National Taiwan Normal University, Taiwan, she got some partial
answers to the questions and was fascinated by the century-long debates over struc-
ture and agency. Her doctoral dissertation was on the interplay between the two, with
students’ credential images as a starting point for discussion. She tried in her disserta-
tion to conduct a preliminary conceptual synthesis of A. Giddens, P. Bourdieu and
M. Archer. For the past 10 years, she has been doing follow-up research on the stu-
dents and focused her research on issues of social class and social justice. Now, she
teaches pre-service teachers ‘sociology of education’, ‘multicultural education’, and
‘gender equality education’.
Chunping Lu is Professor at the School of Social Development and Public
Administration at Northwest Normal University. Director of Ethnic Minority
Women Study’s Center in Northwest Normal University, her research interests cover
Chinese NGOs, sociology of organization, social gender, social works and sociology
of education. She has published two books, one book on the Development and
Management of Social Organizations in Northwest of China, and another book on
Socialization of People’s Mediation Organization in China’s Transformation.
Katherine Lyon is a tenure-track instructor in sociology at the University of British
Columbia. Her research interests include education, gender, and the scholarship of
teaching and learning (SOTL), with a particular focus on the organization of inclu-
sive learning environments. Katherine’s work has been published in Teaching Sociology,
Canadian Review of Sociology, and Family Science Review. She is a recipient of the
SAGE Teaching Innovations and Professional Development Award from the
American Sociological Association.
Debora Mantovani is Associate Professor of sociology at the Department of Political
and Social Science of the University of Bologna, Italy. She is a founding member of
the MigLab (a research unit in her department), promoting interdisciplinary research
in the field of migration. She is currently involved in the “ArtsTogether Project –
Integrating Migrant Children at Schools through Artistic Expression”, funded by the
Asylum, Migration and Integration Fund (AMIF) and aiming to develop specific
measures to prevent the educational and social disadvantages experienced by
immigrant-­origin children in early childcare and primary education. Recent papers
xxiv Notes on Contributors

include articles in Ethnicities and the Journal of Ethnic and Migration Studies (co-­
authored by Marco Albertini and Giancarlo Gasperoni) and a book chapter on for-
eign youths’ identity (edited by Francesca Fauri, Routledge). Her main research
interests focus on children of immigrants and, in particular, the following topics:
school integration, educational achievement and attainment, national identity, and
segregation processes.
Ada Mau is Research Associate at UCL Institute of Education. Her research focuses
on issues and discourses of identities, ‘race’, gender, social class and social justice in
education. Her research interests also include heritage language learning, migration,
social and cultural policy, informal learning, and youth cultures. She was previously
a post-doctoral researcher at School of Education, Communication & Society, King’s
College London, and contributed to a number of university-wide race equality proj-
ects. She has published widely in the fields of sociology of education, science educa-
tion, and ethnic and migration studies. She recently worked on an awarding-winning
education documentary, Tested (2015), which explores issues on race, social mobility,
and school admission in New York City. Her current research focuses on equity issues
in Science, Technology, Engineering and Mathematics (STEM) learning in formal
and informal settings.
Sarah McMonagle is a research assistant at the Institute for International
Comparative and Intercultural Education at the University of Hamburg. She works
in the Coordination Office for Multilingualism and Language Education (KoMBi,
https://www.kombi.uni-hamburg.de/), a federally funded coordination point for
research projects on language (in) education throughout Germany. Her research
interests include minorities and their languages, language policy and planning, bi-
and multiliteracies, and the internet as a multilingual space. Her work has been pub-
lished in the Journal of Multilingual and Multicultural Development, Ethnopolitics, and
Irish Studies Review. She obtained her PhD in 2010 from Ulster University for an
interdisciplinary examination of the role of the Irish language in the culturally diver-
sifying region of Northern Ireland. During this time she worked as a research assis-
tant on the development of a language learning strategy for the Department of
Education Northern Ireland. She was subsequently awarded a DAAD postdoctoral
scholarship to carry out research at the University of Hamburg. She is currently
researching the digital lives of minority languages and the online writing practices of
minority, bilingual youth in Germany.
Analía Inés Meo is a full-time researcher of the Consejo Nacional de Investigaciones
Científicas y Técnicas, at the Research Institute “Gino Germani” (University of
Buenos Aires, Argentina). Her research interests include the sociology of education
and qualitative and collaborative research methods. Her past and current research
focuses on social class, gender and educational inequality, teachers’ professional iden-
tities, school segregation, and educational policy processes. She has published articles
in academic journals such as the British Journal of Sociology of Education, the
 Notes on Contributors xxv

International Journal of Qualitative Methods, and the Journal of Education Policy.

She has also (co-)written numerous book chapters, articles and co-authored the
book La voz de los otros: el uso de la entrevista en la investigación social. She was a
postgraduate fellow of the Department of Sociology at the University of Warwick
and a post-doctoral fellow and visiting research associate at the London Institute of
Education (University College London). Her current research focuses on educa-
tional policy process and teachers’ work identities in the educational system of
Buenos Aires.
Nail M. Mukharyamov is Full Professor of political science, chair of sociology, poli-
tics and law department at Kazan State Power Engineering University. He studies
theoretical and applied regional ethnic politics, and political linguistics. Professor
Mukharyamov is alumni of Kennan Institute (1995), participant of several scientific
projects of Slavic-Eurasian Research Center at Hokkaido University, participant of
scientific networks on symbolic politics and identity at Russian Academy of Science,
member of expert Council for political science of High Attestation Commission of
Russian Federation, member of Scientific Council of the Russian Academy of Sciences
on complex problems of ethnicity and interethnic relations. He was guest editor for
“Political science (RU)” journal, 2017, No 2 on language policy and politics of
language.
Laisan M. Mukharyamova is Full Professor of sociology, chair of history, philoso-
phy and sociology department, Vice-rector for educational issues at Kazan State
Medical University. She studies sociology of language relations in educational
domain, migration problems as applied to school education and health care. She was
academic adviser of the projects “Non-Russian language of instruction as a factor of
accessibility of higher education”, supported by the Ford Foundation (2002–2003),
“Life Strategies for National School Graduates” (2006–2008), “Social Integration of
Migrants in the Context of Social Security” (2012–2014) supported by a grant from
the Russian Humanitarian Scientific Foundation. Author of 180 scientific publica-
tions including 4 monographs.
Anders Neergaard is professor and the director of the Institute for Research on
Migration, Ethnicity and Society (REMESO), Linköping University, Sweden.
Anders’ research interests’ cover fields linked to ethnic and migration, working life
and social movements’ studies. His experience lies in qualitative research methods,
although often in mixed methods research projects. His current research spans the
following topics: Trade Unions, racialized workers and the extreme right, the activity
of women and migrants within Extreme Right-wing Populist parties, gender, eth-
nicity and work-places in an unequal world, civil society organisations and educa-
tional achievements of young people in marginalised urban areas, beyond
racism – ethnographies of anti-racism and conviviality. Theoretically, Anders’
research is inspired by neo-Marxism, feminism and critical race theories of social
inequality often with an intersectional approach. His work has been published in
xxvi Notes on Contributors

various journals, including British Journal of Sociology of Education, Ethnic and

Racial Studies, Critical Sociology, European Journal of Women’s Studies, Work
Employment & Society, and edited volumes at Oxford University Press, Routledge
and Peter Lang. The Swedish Research Council and “Riksbankens Jubileumsfond”
currently finance Anders’ research.
Kaori H. Okano is Professor of Asian Studies at the School of Humanities and
Social Sciences, La Trobe University, Melbourne. Kaori researches on education and
social inequality (class, gender, and ethnicity), multiculturalism and transnational-
ism, indigenous education, politics of education about eating, and is undertaking a
longitudinal ethnographic study of growing up in Japan 1989–2019. Her focus is
Japan and Asia. Books include Rethinking Japanese Studies: Eurocentrism and the Asia-
Pacific Region (co-ed., 2018), Nonformal Education and Civil Society in Japan (ed.
2016), Minorities and Education in Multicultural Japan (co-ed., 2011), Handbook of
Asian Education (co-ed., 2011), Young Women in Japan: Transitions to Adulthood
(2009), Language and Schools in Asia (ed., 2006), Education in Contemporary Japan
(with M. Tsuchiya, 1999), and School to Work Transition in Japan (1993).
Pamela Anne Quiroz (PhD University of Chicago, 1993) is Director of the
Center for Mexican American Studies and Professor of Sociology at the University
of Houston. Author of Adoption in a Color-blind Society [Rowman and Littlefield],
Professor Quiroz has published in the Journal of Research on Adolescence, Journal
of Family Studies, Sociology of Education, Anthropology of Education, and
Childhood. She has been a fellow at the Center for the Advanced Study of
Behavioral Sciences, Stanford University, the Institute for Research on Race and
Public Policy, and the Great Cities Institute. Professor Quiroz has received research
grants from the National Science Foundation, American Sociological Association,
U.S. Department of Education, and the Society for the Scientific Study of Sexuality.
She is currently Editor of Social Problems, the journal of the Society for the Study
of Social Problems [2014–2018]. Professor Quiroz is also North American Editor
for Children’s Geographies, an interdisciplinary journal focused on intersections of
children, youth, family and space. She is a Member of the Board of Directors for
the Council on Contemporary Families and the Inter University Program on
Latino Research. Her books, Marketing Diversity and the ‘New’ Politics of
Desegregation: An Urban Education Ethnography (Cambridge University Press) and
Personal Advertising: Dating Mating and Relating in Modern Society (McFarland
Press) are forthcoming.
Liza Reisel is a Research Professor and Research Director for the research group
Equality, Integration, and Migration at the Institute for Social Research in Oslo,
Norway. Her research interests include comparative studies of inequality in educa-
tion, multidimensional equality and social stratification, and gender and ethnic
segregation in education and the labor market. Reisel recently edited a comparative
volume on Gender Segregation in Vocational Education (with Christian Imdorf
 Notes on Contributors xxvii

and Kristinn Hegna), and a Norwegian language volume on gender segregation and
ethnic divides in the Norwegian labour market (with Mari Teigen). Her articles
have been published in high-impact journals such as Journal of Adolescence, American
Educational Research Journal and Sociology of Education. She is currently the
Principal Investigator of a project funded by the Research Council of Norway enti-
tled Gender Segregation in the Labor Market: Comparative Perspectives and
Welfare State Challenges, and the Deputy Director of a Nordic Centre of Excellence
on gender equality in research (NORDICORE), funded by Nordforsk.
Nura Resh is a sociologist of education, a senior lecturer at the School of Education
of the Hebrew University (retired), where she headed at times the department of
Sociology of Education and the department of educational administration and pol-
icy. Her interest and academic research focus on equality and gaps in education, on
the stratifying effects of school structure, especially school and class composition, on
academic and non-academic educational outcomes of students, and on sense of jus-
tice in school: teachers’ and students’ ideas of what is just and antecedents and con-
sequences of students’ sense of (in)justice in school.
M’hammed Sabour is Professor Emeritus of sociology of knowledge and culture at
the University of Eastern Finland. His main fields of research and teaching are higher
education, intellectuals, cultural globalization, racism, cultural discrimination, and
ethnic minorities. During the last three decades he has been supervising numerous
studies on exclusion and inclusion of minorities in school, society, and labor market.
Due to his research work in helping immigrant integration he has been nominated
officially as goodwill ambassador by ETNO (Finland) since 2004. He is the manag-
ing editor of International Journal of Contemporary Sociology. Publications include
‘Socio-cultural Exclusion and Self-Exclusion of Foreigners in Finland: The Case of
Joensuu’, in P. Littlewood et al. (Ed.) Social Exclusion and ‘The Impact of Globalisation
on the Mission of the University’, in Joseph Zajda (Ed.) International Handbook of
Globalisation and Education Policy Research.
Lawrence J. Saha is Professor Emeritus of sociology at the Research School of Social
Sciences, College of Arts and Social Sciences, Australian National University. He is
former head of the Department of Sociology, and former Dean of the (then) Faculty
of Arts. He has published widely in the fields of comparative education, education
and national development, student aspirations and expectations, and political social-
ization among youth. He was editor of The International Encyclopedia of the Sociology
of Education (1997) and co-­authored The Untested Accusation: Principals, Research
Knowledge and Policy-Making in Schools (2002). He was co-editor of the two-volume
International Handbook of Research on Teachers and Teaching (2009), Youth Participation
in Politics (2007) and Nation-Building, Identity and Citizenship Education (2009). He
is currently Editor-in-Chief of Social Psychology of Education: An International Journal
and is also a board member of the Research Committee of Social Psychology (RC42),
International Sociological Association.
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