Mahmoud Suleiman – författare

Transforming Education for Social Justice: Empirical Insights from Leadership, Equity, and Research in Action is a powerful anthology that brings together a collection of articles originally published in the Journal of Leadership, Equity, and Research (JLER). These chapters reflect a shared commitment to confronting systemic inequities and transforming PreK–12 and higher education through critical scholarship, equity-minded leadership, and community collaboration. As part of the Myers Education Press Ethnic Studies Revival Series, this volume is organized around three central themes: the role of educational leadership and transformative research for education reform and student empowerment, countering inequitable disciplinary practices through alternative and transformative approaches, the importance of student voice and activism for promoting equity and social justice. Together, these themes offer a framework for reimagining schools as spaces of resistance, healing, and liberation. In an era marked by heightened attacks on ethnic studies and diversity initiatives, Transforming Education for Social Justice offers timely empirical insights that support inclusive, justice-centered educational practices. The chapters draw on culturally responsive pedagogy, restorative justice, critical race theory, and decolonial frameworks to provide both a critique of existing structures and a vision for what is possible. This volume is an essential resource for scholars, educators, and policymakers committed to equity and social transformation. It is especially well-suited for use in Ethnic Studies, Educational Leadership, Teacher Preparation, and Social Justice Education courses.

International Education Inquiries: People, Places, and Perspectives of Education 2030 is a book series dedicated to realizing the global vision of Education 2030. This vision involves 'ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all'. The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe, asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the International Education Inquiries series will be a leading forum for pioneers redefining the global discussion about the people, places, and perspectives shaping Education 2030 outcomes.