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A volume in International Advances in Education:Global Initiatives for Equity and Social JusticeSeries Editors: Elinor L. Brown, University of Kentucky; Rhonda G. Craven, University of Western Sydney;and George McLean, Catholic Universities of AmericaDemocratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may beelusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they aremost vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly,indigenous peoples in developed countries are seeking more control over education as they consider the long‐term effects of educational policiesthat have been forced on them.Research on education and social change in developing countries has a long history (Glewwe, 2002;Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity‐buildingin developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, andThailand. Further, the educational frameworks by which Indigenous peoples (Māori, Canada’s FirstNations, and American Indian/Alaska Natives) have been educated have some significant similaritiesto those encountered in developing countries. The compilation of chapters illuminates research andcollaborative initiatives between the authors and local leaders in developing countries’ and Indigenouspeoples in developed countries’ efforts to solve the complexity of social inequities through educationalaccess and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, andidentify trends and developments to provide the scope of educational improvement in a globalizationcontext (Brooks & Normore, 2010; Jean‐Marie, Normore & Brooks, 2009).
