Power of Resistance

• Section 1: Institutional and Historical Factors in Inequality Chapter 1. Conceptions of Equity in an Age of Globalized Education: A Discourse Analysis of the Programme for International Student Assessment (PISA) Results;Chapter 2. Advancing or Inhibiting Educational Opportunity: The Power of New Teachers to Reinforce or Deconstruct Social Reproduction in Urban Schools; Chapter 3. Tracing Egyptian Education Policy in Changing Eras and Regimes: From 1954 to 2011;Chapter 4. Accommodating and Resisting Dominant Discourses: The Reproduction of Inequality in a Chinese American Community;Chapter 5. An Examination of Mainstream Media as an Educating Institution: The Black Lives Matter Movement and Contemporary Social Protest;Chapter 6. The Stonewall Riots: Moving from the Margins to the Mainstream;Chapter 7. PPPs in Global Education Policy: Looking at the case of the Egyptian Education Initiative;Section 2: Students, Youth, & Families as Agents of Resistance Chapter 8. Resisting the Hegemony of School Bureaucracy and Organizing for Safe Schools: First Generation Immigrant Asian Students Develop Activist Identities and Literacies; Chapter 9. Standing in Solidarity with Black Girls to Dismantle the School-to-Prison Pipeline;Chapter 10. Educational and Social Challenges in the Reintegration Process of Former Child Soldiers;Chapter 11. Academic Achievement of Latino Immigrant Adolescents: The Effects of Negative School Social Relationships, School Safety and Educational Expectation; Chapter 12. Youth in Modern Egypt: Toward an Understanding of Civic Engagement and Underlying Social Dynamics; Chapter 13. Resources for Resistance: The Role of Dominant and Non-Dominant Forms of Cultural Capital in Resistance among Young Women of Color in a Predominantly White Public High School;Chapter 14. Pedagogy of Transition: Understanding University Student Movements in Transitional Egypt; Chapter 15. Gender-specific moral dilemmas related to religion in Iranian schools;Chapter 16. The Role of Everyday Spaces of Learning for Refugee Youth; Chapter 17. Chicago African American Mothers’ Power of Resistance: Designing Spaces of Hope in Global Contexts;Chapter 18. Bound Together: White Teachers/Latinx Students Revising Resistance;

Researchers from North America, Australia, Iran, and Europe present 18 essays on resistance to inequality, marginalization, and limited opportunities, particularly the role of schools and education. They address institutional and historical mechanisms of inequality, including how the Programme for International Student Assessment and the Organisation for Economic Cooperation and Development view educational equity in a global context; the increase in negative perceptions of students of new teachers in the US; the evolution of Egypt’s educational system from 1954 to 2011; the educational and community interactions of working and middle-class ethnic Chinese immigrants in the Midwest; the framing of Black Lives Matter in mainstream media; the systemic discrimination of LGBT communities and the Stonewall riots as the foundation of their fight for equal rights and empowerment; and the rise of public-private partnerships in Egyptian education. The second section focuses on students, youth, and families as agents of resistance, including Asian immigrant student activists who fought against school violence and bullying; black girls’ resistance to the school-to-prison pipeline; how former child soldiers in South Sudan struggle to access education; the relationship between negative school social relations, school safety, educational expectation, and academic achievement in Latino immigrant students; Egyptian youth’s development in relation to education, poverty, health, opportunity structures, and challenges associated with social mobility; how black and Latino women from a predominantly white high school in the US engaged in acts of resistance; university student movements in Egypt; gender-specific religious moral dilemmas in Iranian schools; the role of everyday spaces of learning for refugee youth; Black mothers’ efforts to resist ideologies and stereotypes; and white teachers and Latino students working together to discuss race and resist unjust systems.