Chapter 9: Epilogue: Invoking Social Concepts as Cultural Relevance in Research About Minorities, Beyond the Global North

The Education of Minorities in Africa, the Caribbean, and the Middle East brings to bear critical theoretic schema of minoritized social identity groups with respect to dominant religious, language, and ethnic populations in these world regions. Such a focus on minoritized populations, while descriptively germane to a nation-state’s demographics, is also significant substantively a structure of analysis. Material features of the minority-to-majority relation in a populace are dynamic in shaping education systems based on social status and identity (Seyranian et al., 2008). An interdisciplinary logic of social foundations of education organizes the collection’s theoretical frameworks, which gesture to an implicit theory of change for culturally relevant research studies in these regions. These specifications of cultural relevance to minoritized populations are a key contribution of the book, as they can enlighten education researchers and give them a deeper understanding of the complexities of primary, tertiary, and secondary education in these regions.