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Confronting Marginalisation In Education

Author: Kyriaki Messiou
Publisher: Taylor & Francis
ISBN: 1136326049
Size: 12.77 MB
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One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. This timely book provides guidance and illustrative examples of the ways in which primary and secondary schools can include all of their students in the academic and social experiences they provide. Developed around a framework that practitioners and researchers can use in order to understand and address marginalisation, the author’s approach takes account of the views of children and young people throughout. This framework consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge. Step 2: Looking closely: Bringing concerns to the surface. Step 3: Making sense of the evidence: Sharing data with learners. Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. By helping practitioners to reach out to all learners, regardless of the labels assigned to them, the book explains how teachers can make sure that every child matters, and, in so doing, create a classroom that is all the more inclusive. Importantly, the book focuses on all learners, including those who might experience marginalisation but whose voices might have not previously been heard. Relevant to teachers of pupils of all ages, students on initial teacher education and undergraduate and postgraduate students, this book will also be of interest to researchers and academics who are focusing on the role of children’s voices in promoting inclusive education.

Successful Educational Actions For Inclusion And Social Cohesion In Europe

Author: Ramon Flecha
Publisher: Springer
ISBN: 3319111760
Size: 43.38 MB
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This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

Addressing Tensions And Dilemmas In Inclusive Education

Author: Brahm Norwich
Publisher: Routledge
ISBN: 1136309772
Size: 22.47 MB
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Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

Inclusive Education In Italy

Author: Simona D’Alessio
Publisher: Springer Science & Business Media
ISBN: 9460913423
Size: 67.86 MB
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This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.

Inclusive Education

Author: Vicky Plows
Publisher: Springer
ISBN: 9463008667
Size: 52.98 MB
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"Inclusive education has emerged internationally over the past thirty years as a way of developing democratic citizenship. Core to inclusive principles are that improved equity in education can only be achieved by eliminating the economic, cultural and physical barriers that currently impede learning for particular students.To strengthen inclusive practice to this end inexorably requires that we attempt to make sense of it in its current form: to examine how it is enacted in educational settings from early childhood, schools, and communities and further and higher education; to contemplate the restrictions that it might inadvertently create; and to consider its effects on members of educational communities.Contributions to this edited collection represent diverse perspectives, yet share a commitment to challenging existing forms of educational marginalisation through policy, practice, theory and pedagogy. The chapters emerged from discussions at the inaugural Inclusive Education Summit that was held at Victoria University, Australia in 2015. They present research that was conducted in Australia, New Zealand, Indonesia, Bangladesh, Spain and the UK—illustrating transnational interests and diverse approaches to practice.Presented in four sections—provocations, pushing boundaries, diverse voices, and reflections, the chapters explore everyday practice across a range of contexts: from educating culturally and linguistically diverse, refugee, and/or socially and economically disadvantaged students, to issues of diversity brought about by and through gender, giftedness and disability. The book will appeal to academics, students and practitioners in disciplines including: education, sociology, social work, social policy, early childhood, disability studies, and youth studies."

Implementing Inclusive Education

Author: Richard Rieser
Publisher: Commonwealth Secretariat
ISBN: 1849290733
Size: 30.13 MB
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This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make certain that disabled children are fully included in all aspects of the education system.

Displaced By Development

Author: Lyla Mehta
Publisher: SAGE Publications
ISBN: 8178299003
Size: 60.10 MB
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This compilation is a rare attempt to apply gender analysis to development-induced-displacement and resettlement in the Indian context. It brings together leading scholar-activists, researchers and contributors from people’s movements to critique and draw attention to the injustices perpetrated during such processes. Facing up to the need to focus specifically on how displacement and resettlement affect social groups differently with regard to axes such as gender, class, caste and tribe, the articles show that disenfranchised groups are deemed dispensable and tend to be affected the most, and that women and children among them suffer disproportionately. Displaced by Development: Confronting Marginalisation and Gender Injustice argues that without differentiated analyses and programmes, displacement and resettlement will continue to intensify and perpetuate gender and social injustice. This work will hold the interest of a wide readership and will be a crucial source of information for those working in the areas of Gender and Social Policy, Economics and Development Studies, Sociology of Gender, Environment and Development, Migration Studies, Anthropology, and South Asian studies. It will also interest policy makers in development agencies, activists and non-governmental organisations concerned with forced displacement and migration issues.

Confronting Obstacles To Inclusion

Author: Richard Rose
Publisher: Routledge
ISBN: 113693670X
Size: 44.14 MB
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Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world. This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as: the causes of exclusion, the obstacles to inclusion and how these can be overcome supporting families how we can learn from students professional development enhancing teaching and learning support in the classroom. This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.

Leadership For Inclusive Education

Author: G. Mac Ruairc
Publisher: Springer Science & Business Media
ISBN: 946209134X
Size: 15.22 MB
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Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.

Inclusive Education In African Contexts

Author: Nareadi Phasha
Publisher: Springer
ISBN: 9463008039
Size: 17.26 MB
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How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts? This book insists that inclusive education cannot be taken for granted. Inclusion is neither a natural nor a given educational practice. It must be struggled for. Bringing a critical perspective to inclusive schooling and education is imperative. This book adds to current educational debates with an African lens. It engages inclusive education from multiple lenses of curriculum content, classroom pedagogy and instruction, representation, culture, environment and the socio-organization life of schools, the pursuit of equity and social justice and the search for educational relevance. It is opined that Africa cannot be left behind in rethinking educational inclusion in ways that evoke critical questions of power, equity and social difference. The question of leaner’s identity in terms of class, gender, sexuality, (dis)ability, language, ethnicity and race are equally consequential for African schooling and education. When inclusion is understood as wholeness of education, then how schooling and education engage the complete learner – her/his body, mind, soul and spirit, as well as the use of local community and Indigenous knowledges in teaching and learning become relevant. Inclusion stands the risk of liberal educational agendas that simply tinker or toy with schooling and education and hardly embrace the challenge of educational change. What we need is a fundamental structural change that ensures schooling and education embraces difference while grappling with the teaching of Indigeneity, decolonization and resistance.