Journal of Equity and Social Justice in Education https://validator.w3.org/feed/docs/rss2.html Home Beyond Gaps: An Intersectional Analysis of Age, Ethnicity, and Structural Equity in a Quantitative Gateway Course Excavation, Emotionality, and Evasion: Examining Racial Literacy Development in Elementary Teacher Education The MSUM Native American student needs survey: Highlighting Indigenous student voices in academia Mature Students’ Perceptions of Accessing Higher Education in England: A Case Study on a London-based Alternative Higher Education Provider Meet The Team Social Justice Chatter Matters (Series 1): A Podcast-Based Exploration of South Asian Canadian Academic Perspectives Picturebooks as Catalysts: Fostering Social Justice and Critical Consciousness in Higher Education Instrucciones para autoras/es Submissions Profit, Power, and Pedagogy: The Minnesota READ Act Strategies for inclusive education at the National University of Colombia: Experience with special admission programs PAES & PEAMA Responding to Racial Battle Fatigue in Graduate Courses: Introducing Racial Affinity Groups The Science of Reading Movement: Implications for Teacher Autonomy and the Future of Literacy Education Advancing Diversity, Equity, and Inclusion in Kinesiology Departments and Allied Health Professions: Barriers, Facilitators, and Effective Strategies Inicio About An Anti-Racist Transnational Feminist Note on Collaborative Online International Learning (COIL) Información Estrategias para la educación inclusiva en la Universidad Nacional de Colombia: Experiencia de los programas especiales de admisión PAES y PEAMA Equity and Inclusion for Nurse Aide Students: Removing Barriers to Empower Academic Excellence Equity in the Prison Classroom: A learning curve for higher education Resource Review: Pasque, P. A., & alexander, e. (eds.). (2023). Advancing culturally responsive research and researchers: Qualitative, quantitative, and mixed methods. Routledge Consejo asesor Transparency Transparencia Archive Literacy Justice for All: Johnny <i>Can</i> Read!