Paul Downes is a Professor of Psychology of Education, and the Director of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland.Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education and Co-Director of Language Sciences Research Excellence Institute, University of British Columbia, Canada.Lore Van Praag is an Assistant Professor at the Erasmus University of Rotterdam, the Netherlands.Stephen Lamb is an Emeritus Professor at the Centre for International Research on Education Systems (CIRES), Victoria University, Australia.

• 1. Editors’ Introduction: Multi-layered Equitable Inclusive Systems: The Emergence and Expansion of a Global Framework to Eliminate Socioeconomic and Sociocultural Exclusion in EducationSECTION I: Theoretical Frameworks2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization (EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward3. Uncovering the Axis of Tension between Diametric Oppositional Space of Othering and Connective Concentric Space of Inclusion: Moving beyond Western Ethnocentric Space4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies of Control, Surveillance, and Displacement in Schools and Beyond5. When Inclusion Means Exclusion and The Terms of Belonging are Obfuscated: What’s the Role of Race?6. Dynamics of inequalities in higher education: A multidimensional and comparative social justice perspectiveSECTION II: Funding Models and Structures for Equity and Inclusive Systems7. The effectiveness of equity funding of schools: a comparative analysis of Flanders, The Netherlands, France, Ireland and England8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved Schooling9. The costs of failing to be inclusive: An analysis based on education in Australia10. Inclusive educational systems around the globe: Evidence from international comparative large-scale student assessments11. Funding and equity in education: The role of system structures12. Equity and inclusivity in school funding: case study of an Australian StateSECTION III: Exclusion and Discrimination13. School as the Agency of Social Reproduction: A Case of Medium of Instruction Policymaking for Quasi-privatization in Nepal14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An Interdisciplinary Rights-Based Analysis15. Understanding gender gaps in education: The role of stereotypes and the intersection with social class16. The monolingual habitus of the multilingual school as a barrier to educational equity17. Reality and Challenge in Ensuring Educational Rights for Children with Disabilities in Ethnic Minority Areas of China18. Caste Discrimination in Education: A study of the Dalit Minority in Odisha, IndiaSECTION IV: Bridging Health, Wellbeing and Education19. Hunger in the UK Classroom20. Students’ Voices: A participatory approach to Social and Emotional Education21. Guaranteeing Inclusive Education under International Human Rights Law: A Proposal for the Use of Structural Indicators Addressing Issues of Equality, Non-discrimination and Wellbeing22. School-Based Community Work Through a University-Community Partnership Using a Participatory Approach: The SOYAÇ Model23. Promoting equity through Comprehensive Community Initiatives in EnglandSECTION V: Agency and Empowerment24. Promoting Educational Equity for Migrant Children in China25. Indigenous Principles Guiding Inclusive Structures and Practices in Teacher Preparation: Aboriginal Teacher Education Program in Alberta, Canada26. Walking Alongside: A Relational Conceptualization of Indigenous Parent Knowledge27. Australian school students, teachers and AIME’s understanding of respect: ‘talking about the same thing but not speaking the same Language’28. Improving the Literacy Outcomes of Socioeconomically Excluded Students: How Research Can Inform PolicySECTION VI: Outreach and Engagement29. Priming the mesosystem: Fostering home-school connections in different contexts and from differing perspectives30. Grassroots Roma women and their role in promoting equity in education for all Roma31. Exploring Immigrant Women’s Learning Experience in Multicultural Societies: A Summative Content Analysis32. Optimizing Educational Models and Services for K-12 Newcomer Youths and their Families:A Qualitative Investigation within a Localized Context33. Editors’ Conclusion: Key Emerging Conceptual Movements to Underpin the Multilayered Framework of Equitable Inclusive Systems in Education

Paul Downes is a Professor of Psychology of Education, and the Director of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland.Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education and Co-Director of Language Sciences Research Excellence Institute, University of British Columbia, Canada.Lore Van Praag is an Assistant Professor at the Erasmus University of Rotterdam, the Netherlands.Stephen Lamb is an Emeritus Professor at the Centre for International Research on Education Systems (CIRES), Victoria University, Australia.

• 1. Editors’ Introduction: Multi-layered Equitable Inclusive Systems: The Emergence and Expansion of a Global Framework to Eliminate Socioeconomic and Sociocultural Exclusion in EducationSECTION I: Theoretical Frameworks2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization (EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward3. Uncovering the Axis of Tension between Diametric Oppositional Space of Othering and Connective Concentric Space of Inclusion: Moving beyond Western Ethnocentric Space4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies of Control, Surveillance, and Displacement in Schools and Beyond5. When Inclusion Means Exclusion and The Terms of Belonging are Obfuscated: What’s the Role of Race?6. Dynamics of inequalities in higher education: A multidimensional and comparative social justice perspectiveSECTION II: Funding Models and Structures for Equity and Inclusive Systems7. The effectiveness of equity funding of schools: a comparative analysis of Flanders, The Netherlands, France, Ireland and England8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved Schooling9. The costs of failing to be inclusive: An analysis based on education in Australia10. Inclusive educational systems around the globe: Evidence from international comparative large-scale student assessments11. Funding and equity in education: The role of system structures12. Equity and inclusivity in school funding: case study of an Australian StateSECTION III: Exclusion and Discrimination13. School as the Agency of Social Reproduction: A Case of Medium of Instruction Policymaking for Quasi-privatization in Nepal14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An Interdisciplinary Rights-Based Analysis15. Understanding gender gaps in education: The role of stereotypes and the intersection with social class16. The monolingual habitus of the multilingual school as a barrier to educational equity17. Reality and Challenge in Ensuring Educational Rights for Children with Disabilities in Ethnic Minority Areas of China18. Caste Discrimination in Education: A study of the Dalit Minority in Odisha, IndiaSECTION IV: Bridging Health, Wellbeing and Education19. Hunger in the UK Classroom20. Students’ Voices: A participatory approach to Social and Emotional Education21. Guaranteeing Inclusive Education under International Human Rights Law: A Proposal for the Use of Structural Indicators Addressing Issues of Equality, Non-discrimination and Wellbeing22. School-Based Community Work Through a University-Community Partnership Using a Participatory Approach: The SOYAÇ Model23. Promoting equity through Comprehensive Community Initiatives in EnglandSECTION V: Agency and Empowerment24. Promoting Educational Equity for Migrant Children in China25. Indigenous Principles Guiding Inclusive Structures and Practices in Teacher Preparation: Aboriginal Teacher Education Program in Alberta, Canada26. Walking Alongside: A Relational Conceptualization of Indigenous Parent Knowledge27. Australian school students, teachers and AIME’s understanding of respect: ‘talking about the same thing but not speaking the same Language’28. Improving the Literacy Outcomes of Socioeconomically Excluded Students: How Research Can Inform PolicySECTION VI: Outreach and Engagement29. Priming the mesosystem: Fostering home-school connections in different contexts and from differing perspectives30. Grassroots Roma women and their role in promoting equity in education for all Roma31. Exploring Immigrant Women’s Learning Experience in Multicultural Societies: A Summative Content Analysis32. Optimizing Educational Models and Services for K-12 Newcomer Youths and their Families:A Qualitative Investigation within a Localized Context33. Editors’ Conclusion: Key Emerging Conceptual Movements to Underpin the Multilayered Framework of Equitable Inclusive Systems in Education

Paul Downes is a Professor of Psychology of Education, and the Director of the Educational Disadvantage Centre, Institute of Education, Dublin City University, Ireland.Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education and Co-Director of Language Sciences Research Excellence Institute, University of British Columbia, Canada.Lore Van Praag is an Assistant Professor at the Erasmus University of Rotterdam, the Netherlands.Stephen Lamb is an Emeritus Professor at the Centre for International Research on Education Systems (CIRES), Victoria University, Australia.

• 1. Editors’ Introduction: Multi-layered Equitable Inclusive Systems: The Emergence and Expansion of a Global Framework to Eliminate Socioeconomic and Sociocultural Exclusion in EducationSECTION I: Theoretical Frameworks2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization (EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward3. Uncovering the Axis of Tension between Diametric Oppositional Space of Othering and Connective Concentric Space of Inclusion: Moving beyond Western Ethnocentric Space4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies of Control, Surveillance, and Displacement in Schools and Beyond5. When Inclusion Means Exclusion and The Terms of Belonging are Obfuscated: What’s the Role of Race?6. Dynamics of inequalities in higher education: A multidimensional and comparative social justice perspectiveSECTION II: Funding Models and Structures for Equity and Inclusive Systems7. The effectiveness of equity funding of schools: a comparative analysis of Flanders, The Netherlands, France, Ireland and England8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved Schooling9. The costs of failing to be inclusive: An analysis based on education in Australia10. Inclusive educational systems around the globe: Evidence from international comparative large-scale student assessments11. Funding and equity in education: The role of system structures12. Equity and inclusivity in school funding: case study of an Australian StateSECTION III: Exclusion and Discrimination13. School as the Agency of Social Reproduction: A Case of Medium of Instruction Policymaking for Quasi-privatization in Nepal14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An Interdisciplinary Rights-Based Analysis15. Understanding gender gaps in education: The role of stereotypes and the intersection with social class16. The monolingual habitus of the multilingual school as a barrier to educational equity17. Reality and Challenge in Ensuring Educational Rights for Children with Disabilities in Ethnic Minority Areas of China18. Caste Discrimination in Education: A study of the Dalit Minority in Odisha, IndiaSECTION IV: Bridging Health, Wellbeing and Education19. Hunger in the UK Classroom20. Students’ Voices: A participatory approach to Social and Emotional Education21. Guaranteeing Inclusive Education under International Human Rights Law: A Proposal for the Use of Structural Indicators Addressing Issues of Equality, Non-discrimination and Wellbeing22. School-Based Community Work Through a University-Community Partnership Using a Participatory Approach: The SOYAÇ Model23. Promoting equity through Comprehensive Community Initiatives in EnglandSECTION V: Agency and Empowerment24. Promoting Educational Equity for Migrant Children in China25. Indigenous Principles Guiding Inclusive Structures and Practices in Teacher Preparation: Aboriginal Teacher Education Program in Alberta, Canada26. Walking Alongside: A Relational Conceptualization of Indigenous Parent Knowledge27. Australian school students, teachers and AIME’s understanding of respect: ‘talking about the same thing but not speaking the same Language’28. Improving the Literacy Outcomes of Socioeconomically Excluded Students: How Research Can Inform PolicySECTION VI: Outreach and Engagement29. Priming the mesosystem: Fostering home-school connections in different contexts and from differing perspectives30. Grassroots Roma women and their role in promoting equity in education for all Roma31. Exploring Immigrant Women’s Learning Experience in Multicultural Societies: A Summative Content Analysis32. Optimizing Educational Models and Services for K-12 Newcomer Youths and their Families:A Qualitative Investigation within a Localized Context33. Editors’ Conclusion: Key Emerging Conceptual Movements to Underpin the Multilayered Framework of Equitable Inclusive Systems in Education