ABSTRACT
This chapter focuses mostly on equity and power in education and examines the extent to which these frameworks have been used to produce change in pedagogical and educational practices. The authors have employed content analysis to examine how these notions have been put to use in research published in leading journals. They have conducted a more in-depth content analysis of a smaller sample of journal articles that have, sophisticatedly, utilized these notions to examine issues of equity, power, and in some instances pedagogical change, in educational research, thus leading to theoretical advancements. The main purpose of the content analysis was to examine how scholars apply the conceptual frameworks to make theoretical advancements. Findings from the in-depth content analysis reveal how researchers are utilizing the frameworks, the theoretical contributions, and the advances being made in the broader agenda on studying issues of equity, power, and change in educational research and practices.
