1. Editors’ Introduction: Multi-layered Equitable Inclusive Systems: The Emergence and Expansion of a Global Framework to Eliminate Socioeconomic and Sociocultural Exclusion in Education

SECTION I: Theoretical Frameworks

2. Framing and Practicing Equity, Diversity, Inclusion, and Decolonization (EDID) in Inclusive Education Systems: Progress, Tensions, and Ways Forward

3. Uncovering the Axis of Tension between Diametric Oppositional Space of Othering and Connective Concentric Space of Inclusion: Moving beyond Western Ethnocentric Space

4. Towards a Border Transgressing Pedagogy: Disrupting Oppressive Ecologies of Control, Surveillance, and Displacement in Schools and Beyond

5. 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 perspective

SECTION II: Funding Models and Structures for Equity and Inclusive Systems

7. The effectiveness of equity funding of schools: a comparative analysis of Flanders, The Netherlands, France, Ireland and England

8. The Elusive Quest for Equity and the Need for Remedies Beyond Improved Schooling

9. The costs of failing to be inclusive: An analysis based on education in Australia

10. Inclusive educational systems around the globe: Evidence from international comparative large-scale student assessments

11. Funding and equity in education: The role of system structures

12. Equity and inclusivity in school funding: case study of an Australian State

SECTION III: Exclusion and Discrimination

13. School as the Agency of Social Reproduction: A Case of Medium of Instruction Policymaking for Quasi-privatization in Nepal

14. A Structural Scrutiny of School Exclusion in Sweden and Lithuania: An Interdisciplinary Rights-Based Analysis

15. Understanding gender gaps in education: The role of stereotypes and the intersection with social class

16. The monolingual habitus of the multilingual school as a barrier to educational equity

17. Reality and Challenge in Ensuring Educational Rights for Children with Disabilities in Ethnic Minority Areas of China

18. Caste Discrimination in Education: A study of the Dalit Minority in Odisha, India

SECTION IV: Bridging Health, Wellbeing and Education

19. Hunger in the UK Classroom

20. Students’ Voices: A participatory approach to Social and Emotional Education

21. Guaranteeing Inclusive Education under International Human Rights Law: A Proposal for the Use of Structural Indicators Addressing Issues of Equality, Non-discrimination and Wellbeing

22. School-Based Community Work Through a University-Community Partnership Using a Participatory Approach: The SOYAÇ Model

23. Promoting equity through Comprehensive Community Initiatives in England

SECTION V: Agency and Empowerment

24. Promoting Educational Equity for Migrant Children in China

25. Indigenous Principles Guiding Inclusive Structures and Practices in Teacher Preparation: Aboriginal Teacher Education Program in Alberta, Canada

26. Walking Alongside: A Relational Conceptualization of Indigenous Parent Knowledge

27. 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 Policy

SECTION VI: Outreach and Engagement

29. Priming the mesosystem: Fostering home-school connections in different contexts and from differing perspectives

30. Grassroots Roma women and their role in promoting equity in education for all Roma

31. Exploring Immigrant Women’s Learning Experience in Multicultural Societies: A Summative Content Analysis

32. Optimizing Educational Models and Services for K-12 Newcomer Youths and their Families:A Qualitative Investigation within a Localized Context

33. Editors’ Conclusion: Key Emerging Conceptual Movements to Underpin the Multilayered Framework of Equitable Inclusive Systems in Education