As for Maureen Kendrick, her Ukrainian family experiences in Canada inspired her to develop reciprocal teaching with migrant students. Through her work, she mobilizes not only languages but also multimodal semiotic resources to create access to new knowledge and opportunities for students.

Francis Bangou chose to fight social injustice by advocating for the empowerment of marginalized groups of learners. His social and academic background, formed from geographical and institutional patchworks of language norms and habits, has led him to reject binary explanations, such as nature versus nurture and speaker versus language, in order  “to recognize that speaker, language, and matter are perpetually becoming other in creative relational and ever changing entanglements.”

In this chapter, we provide a brief overview of the role of human rights in psychology education and training, particularly as it violates cultural and human rights. We believe the current conceptual framework for diversity training in psychology perpetuates an acontextual, ahistorical, and acultural paradigm. Based on the literature and historical background, we discuss the implications of the ongoing Euro-American domination of the field and present examples of integrating diversity and human rights education from a more inclusive perspective. We end the chapter with some recommendations for a more integrated psychology discipline that is grounded in human rights and social justice.

This chapter begins by tracing the development of initiatives in intercultural and multicultural education that have dominated the paradigm of K–12 education and teacher preparation for more than sixty years before moving to more recent attempts to integrate international or global perspectives into the education of all. Throughout the chapter, key concepts from the fields of cross-cultural communication and intercultural training, as well as the work of influential intercultural researchers and practitioners, are analyzed particularly emphasizing how they have influenced the field of education. Recent and promising international education initiatives and practices, organizations that promote comprehensive curricular frameworks and/or policy initiatives, and outcomes of recent studies that assess their impact in K–12 as well as higher education are presented. Finally, we argue for a new perspective on terminology, so rather than continuing to work myopically within independent disciplines, we begin to look across our efforts to understand other cultures under the umbrella term “education that is cultural,” or ETIC.

Increasingly, studies have focused on the potential of the education system to enhance social cohesion, in particular in multi-ethnic societies. Indeed, the education system can strengthen social cohesion by providing learners from diverse groups equal learning opportunities. Moreover, schooling can impart the “rules of the game” in a democracy and contribute to developing a common sense of belonging. In this chapter, we reflect on three strands of education that are generally not explicitly linked to social cohesion, but that could play a particularly promising role in this regard: multicultural, citizenship, and peace education. Innovatively, we study these educational approaches from an African perspective – for the continent is often overlooked in the current literature – analysing education in postconflict Côte d’Ivoire and in the ethnically divided society of Kenya. Notwithstanding promising contributions, we identify a number of hurdles to advancing social cohesion through education, including, most importantly, remaining biases and negative inter-group attitudes among teachers.

This chapter considers whether there is a trade-off between growth and equality, as economists sometimes assert, differentiating between vertical inequality (among individuals) and horizontal inequality (among groups). Most evidence challenges the supposed trade-off, suggesting greater equality increases growth, especially sustained growth. Inequality among individuals tends to limit human resources, while inequality among groups can lead to violent conflict, and both constrain growth. Greater equality also supports other desirable objectives, including better nutrition, less crime, and better health. The impact of growth on equality is analysed. This depends on how far earnings are spread via employment; and the redistributionary effects of tax and government expenditure. Labour-intensive activities tend to improve distribution, while capital-intensive ones, heavy reliance on minerals for exports and rising skill requirements tend to worsen it. For horizontal inequality, the impact of growth varies according to group location, economic specialization and policies, illustrated by the experience of Ghana, Peru, Malaysia and Northern Ireland. The chapter surveys policies likely to improve vertical and horizontal distribution, with examples drawn from many countries. Finally, the chapter considers the political conditions needed to support equalising policies.