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Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures.

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Title: Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures.
Authors: Nganga, Lydiah1 (AUTHOR) lnganga@uwyo.edu, Kambutu, John1 (AUTHOR), Madrid Akpovo, Samara2 (AUTHOR), Ritchie, Jenny3 (AUTHOR)
Source: Journal of Research in Childhood Education. 2025, Vol. 39 Issue 2, p173-177. 5p.
Subject Terms: *Asian Americans, *Family support, *Early childhood education, *Transformative learning, Indigenous children, Native American children, Korean Americans, Immigrant families, Ethnicity
Abstract: The special issue of the Journal of Research in Childhood Education focuses on innovative solutions to educational challenges faced by Indigenous, marginalized, and minoritized children globally. Emphasizing culturally responsive pedagogies and inclusive practices, the issue advocates for sustainable and equitable educational futures. Articles in the issue address the complexities of "super-diversity" and the marginalization of Indigenous epistemologies, highlighting the importance of integrating traditional knowledge systems to support the success of all children and youth worldwide. [Extracted from the article]
Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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  Data: Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures.
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  Data: <searchLink fieldCode="AR" term="%22Nganga%2C+Lydiah%22">Nganga, Lydiah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lnganga@uwyo.edu</i><br /><searchLink fieldCode="AR" term="%22Kambutu%2C+John%22">Kambutu, John</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Madrid+Akpovo%2C+Samara%22">Madrid Akpovo, Samara</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ritchie%2C+Jenny%22">Ritchie, Jenny</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. 2025, Vol. 39 Issue 2, p173-177. 5p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Asian+Americans%22">Asian Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+support%22">Family support</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+children%22">Indigenous children</searchLink><br /><searchLink fieldCode="DE" term="%22Native+American+children%22">Native American children</searchLink><br /><searchLink fieldCode="DE" term="%22Korean+Americans%22">Korean Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+families%22">Immigrant families</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The special issue of the Journal of Research in Childhood Education focuses on innovative solutions to educational challenges faced by Indigenous, marginalized, and minoritized children globally. Emphasizing culturally responsive pedagogies and inclusive practices, the issue advocates for sustainable and equitable educational futures. Articles in the issue address the complexities of "super-diversity" and the marginalization of Indigenous epistemologies, highlighting the importance of integrating traditional knowledge systems to support the success of all children and youth worldwide. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183968930
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02568543.2025.2465084
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 173
    Subjects:
      – SubjectFull: Asian Americans
        Type: general
      – SubjectFull: Family support
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Transformative learning
        Type: general
      – SubjectFull: Indigenous children
        Type: general
      – SubjectFull: Native American children
        Type: general
      – SubjectFull: Korean Americans
        Type: general
      – SubjectFull: Immigrant families
        Type: general
      – SubjectFull: Ethnicity
        Type: general
    Titles:
      – TitleFull: Meeting the Needs of Indigenous, Marginalized, and Minoritized Children Globally: Innovative Pathways to Sustainable Futures.
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            NameFull: Nganga, Lydiah
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            NameFull: Kambutu, John
      – PersonEntity:
          Name:
            NameFull: Madrid Akpovo, Samara
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            NameFull: Ritchie, Jenny
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            – D: 01
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              Text: 2025
              Type: published
              Y: 2025
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