This study presents findings on the indicators of educational displacement as an early risk factor for radicalization in school settings in the U.S. Results from 301 students residing in 43 U.S. states revealed that poor teacher-student relations and multiple experiences of biased speech and behavior are significant early predictors of the students’ educational displacement, which was measured as lack of social belonging in this study.

Reimagine Resilience (2023) is an innovative program that builds awareness among educators and educational personnel in the U.S. on the precursors and causes of educational displacement in students. The study demonstrates the effectiveness of the Reimagine Resilience Program in producing attitudinal shifts in participating education personnel as they cultivate an awareness of their own biased speech and conduct as well as identifying ways to actively prevent educational displacement through innovative techniques of protective factors.

In this chapter, we first examine a model of radicalization—the Educational Displacement and Replacement Model—to spotlight the role that misinformation plays in enabling educationally displaced youth to embrace narratives of hate.

Educational displacement, stemming from historical marginalization in the former Yugoslavia, perpetuates a sense of domestic and international invisibility among Bosniaks. However, there is a dearth of research on the sense of self within the Bosniak community.

This empirical study extrapolates insights specific to the Bosnian and Herzegovinian context to demonstrate how Salafism can radically alter the dominant thinking and behavior of ordinary individuals once they feel displaced from the mainstream institutions and particularly from formal education. At the core of the displacement and replacement model of radicalization is a mentor that individuals connect with either online or in person.

This roundtable examines research on transformative learning and radicalization - drawing on insights gained from a project underway based on radicalization research in the Muslim context. Its focus is counteracting radicalized education that recruits marginalized, disaffected people into violent extremist practices. This is important because of the acute rise in racism, authoritarianism, corruption and far right movements around the world that has produced an increased interest in the public role of education, both informal and formal.

Corruption is a societal problem which adversely affects nations’ efforts to improve lives of their citizens. It is normally thought to be centered on government procurement, taxation, and legal decisions and not in education. But it is a problem in education. How serious is it? The difficulty of responding to this question is that corruption in education, as with all illegal and unprofessional activities, is difficult to accurately measure. This limits researchers to predicting institutional and systemic levels of corruption by relying primarily on individual perceptions. Measuring direct experience with corruption is more difficult and hence more rare.

I theorize that the idea of knowledge and education has shifted in Islam from an inclusive and rational search for all knowledge to a narrowed focus on religious knowledge, void of rationality. By synthesizing literature on education and knowledge in Islam, this study identifies three shifts in the cultural history of Islamic education. I argue that those shifts in what was deemed valuable knowledge have played a significant role in the emergence of radicalization today. The study shows that once the social world of Islam destabilized, the sense of belonging and sense making became inward and less reflexive as compared to that of early Muslims.

In the last decade, Indonesia has worked towards expanding access to higher education, but the enrolment of the poor remains negligible with the majority of students in the country’s leading public universities still coming from Indonesia’s wealthiest echelons. Concerned with the issue of equity and access, the government has formulated a new policy calling on all higher education institutions to ensure at least 20% of their newly admitted students are of a low socioeconomic status (SES). The principal challenge the government has faced is a discrepancy between its ambitious political agenda and the policy’s implementation affected by inadequate budgeting, lacking implementation mechanisms, and limited award allocations.

Research on the effect of school uniforms on school attendance in low income countries is scarce. Building on a meta-analysis of the available literature, this paper analyses primary survey data collected (n = 462) in Mongolia on students’ perceptions of school uniforms. The findings reveal that it is not only the cost of uniforms that matters, but also poor students’ feelings of exclusion when the majority of students in a school wear uniforms. The poor drop out from school when their symbolic association with the majority is visibly broken through their inability to afford and wear school uniforms. The study suggests that school uniform policies in low income countries are fraught with complications.

In recent times, the global financial system has embraced more people from more regions of the world, but we are yet to fully understand who remains excluded and why. Globally, 2 billion adults are still unbanked (World Bank, 2015). Of those, many are poor women. Even when they gain financial access, women tend to refrain from actively using their bank accounts. India represents a potent example of this global challenge. Our study offers a quantitative analysis of the Financial Insights Inclusion and Findex datasets and finds that even when they are given the opportunity and potential benefits of financial access - many of India’s poor women opt out of actively engaging with the formal banking institutions.

Embedded in a systemic and chronic process, corruption in education is a pervasive element that exacerbates developing countries’ efforts to educate their citizens. Understanding the cumulative impact rests upon exposing key features of educational corruption and bringing to light the varied forms in which corruption emerges within institutions of higher education. Classifying educational corruption may be elusive in the developing settings due to the acceptability and prevalence of the phenomenon; yet, it is imperative that more attention is focused on this area.

This empirical research explores a role that the quality of teaching and students’ competence play in shaping students’ views about the upward mobility opportunities in their higher education institutions. It is often understood that the principal role of higher education is to promote merit-based mobility amongst students, as well as espouse the merit-based upward mobility amongst its faculty. How exactly students in higher education form their views about the presence of meritorious upward mobility is the question that remains largely unanswered, especially in developing societies.

With its broader employability to the issues of underperformance that may emerge in educational systems internationally, this empirical study redefines and expands Albert Hirschman's theory of voice, exit, and loyalty within higher education. The article formulates a new education-embedded theoretical framework that explains reactionary behaviors of students in corrupt educational systems. The new corruption coping theory defines a set of coping mechanisms that students employ in reaction to failing institutions.

This article investigates the encounter of EU-unionization with a domesticated practice of corruption in Bosnian higher education. Relying on primary data collected in Bosnia's public higher education system, the study finds that the country's corrupt higher education is in conflict with the Bologna-themed reforms that would arguably help harmonize Bosnia's fragmented higher education.

Ninety years ago, in the early spring of 1923, a 33-years old American professor visited Bulgaria with the goal of learning about Bulgaria’s school system. He studied all aspects of Bulgaria’s education: its history; broader socio-economic, political and cultural context; changes consequent to the World War I; education related statistics; system’s structure, administration and financial framework; elementary, secondary and vocational education; teacher training and their instructional approaches; and curriculum design.

This paper analyzes a local setting of Bosnia and Herzegovina, where higher education has had a dichotomous role in the society. Most notably, the analysis scrutinizes the globalizing and ‘EU‐nionizing’ forces and values as they collide with the local tensions, traditions and identities presently existing in the higher education of Bosnia and Herzegovina.