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Diese Publikation enthält Beiträge von Mitgliedern des EU-FairPlay Netzwerks, das sich in den letzten vier Jahren gebildet hat. Dieses europaweite Netzwerk bietet eine Plattform für Forschende und Praxispartner, um gemeinsam zum Thema digital game-based learning und Bildungsgerechtigkeit zu arbeiten. Das Netzwerk hat abschließend die verschiedenen Akteure eingeladen, ihre Forschungsarbeiten oder Praxiserfahrungen zum Thema des Netzwerkes gemeinsam zu veröffentlichen.

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Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungry, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top- educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.

Every child has a right to education, and their skin color should not determine their education quality. However, since the landmark case of Brown v. Board of Education (1954), it has been proven that race continues to matter in the success and failure of education (Delgado & Stefancic, 2001). The persistent achievement gaps between students of different racial and ethnic backgrounds, as well as the disparities in access to high-quality educational opportunities, demonstrate how race and ethnicity shape the educational experiences of students of color (Stanford Center for Education Policy Analysis, 2012). Unfortunately, stories such as Ruby Bridges of New Orleans, the Little Rock 9, and my personal experiences indicate the systemic structure inhibits education for Black students (Delgado & Stefancic, 2001). This unequal system creates barriers that prevent Black students from learning at the same pace as their ethnic counterparts (Ladson-Billings, 2006). By critically examining the educational trajectory of the researcher, this autoethnographic dissertation study sought to illuminate how race and ethnicity shape the educational experiences of students of color and offer insights that can inform efforts to promote equity and inclusion in educational settings.

This dissertation focuses on amplifying the voices of marginalized students in alternative education, with an emphasis on the positive impact of resilience on their outcomes. The study addresses the challenges these students face, particularly those from BIPOC communities, in navigating educational systems that have historically marginalized them. The purpose of this qualitative research was to explore the experiences of BIPOC students in a Central Valley alternative education program, highlighting how nurturing relationships, resilience, and the fulfillment of basic needs contribute to their academic success and personal growth. Utilizing a framework that incorporates theories of resilience, educational equity, and transformative leadership, the study situates the students' experiences within a broader context of systemic challenges and potential reform. Through in-depth interviews with five graduates from marginalized backgrounds, the research identified several key themes: (a) the power of resilience in overcoming adversity; (b) the significance of positive relationships with educators and peers; (c) the importance of addressing mental and emotional well-being; (d) the transformative potential of inclusive educational environments; and (e) the role of supportive communities in fostering success. The findings underscore the importance of resilience and relational strategies in helping marginalized students thrive in alternative educational settings. This study contributes to the ongoing conversation on educational equity by advocating for approaches that empower students to achieve their full potential, ensuring that their voices are heard, and their successes are celebrated.