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Inclusive Education : Making Sense of Everyday Practice.
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 migh...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Sense Publishers,
2016.
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| Colección: | Innovations and Controversies: Interrogating Educational Change.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- TABLE OF CONTENTS; PART 1: PROVOCATIONS; 1. MAKING SENSE OF EVERYDAY PRACTICE: By Whom, for Whom, for What?; CONSIDERING ROLES; THEMATIC CATEGORISATION; STRUCTURE AND READING OF THE BOOK; Provocations; Pushing Boundaries; Diverse Voices; Reflections; REFERENCES; 2. UNDERSTANDING INCLUSIVE PEDAGOGY: Learning with and from Teachers; CONTEXTS; Marketisation of Education; Responding to Diversity in Classrooms and Schools; Teachers' Experiences of Inclusive Education; Contribution of Research to Inclusive Education; THEORETICAL PERSPECTIVES; The Complex Notion of Educational Inclusion.
- The Problem with 'Additional Needs'Teachers' Craft Knowledge; RESEARCHING INCLUSIVE PEDAGOGY; KEY FINDINGS AND IMPLICATIONS FOR TEACHERS' PRACTICE; 1. Shifting the Focus Away from Differences among Learners to the Learning of All Children; 2. Rejecting Deterministic Beliefs about Ability as Fixed and the Idea That Presence of Some Holds Back Progress of Others; 3. Seeing Difficulties in Learning as Challenges for Teachers, (Not Deficits in Learners), Encouraging the Development of New Ways of Working; REFLECTING ON THE STUDY: LEARNING WITH AND FROM THE TEACHERS.
- Helen's Use of the Strategy 'Work Choice'Kate's Use of the Strategy 'Peer Group Collaboration'; Final Thoughts; REFERENCES; PART 2: PUSHING BOUNDARIES; 3. INCLUSIVE EDUCATION, SUBJECTIVITIES AND THE POSTS; INTRODUCTION; THE POSTS AND THE THIRD WAVE OF DSE; "Un"stabilising Categories; RESEARCH PROJECTS IN THE THIRD WAVE; Included Subjectivities; Posthuman Literacies; Inclusive Multi-Aged Schooling: The Video; DISCUSSION; CONCLUSION; REFERENCES; 4. APPROACHING PLAY AND INCLUSION; INTRODUCTION; PLAY-BASED LEARNING; INAPPROPRIATE PLAY; PLAY IN EDUCATIONAL SETTINGS; CREATING AN ASSESSMENT CULTURE.
- A POTENTIAL WAY FORWARDCONCLUSION; REFERENCES; 5. THE MEENA COMMUNICATIVE INITIATIVE IN BANGLADESH: From Gender to Disability; INTRODUCTION; THE STORY OF MEENA IN BANGLADESH: WHAT AND WHO IS MEENA?; MEENA AND SOCIAL CHANGE; UNDERSTANDING MEENA: KEY EPISODES; HOW SUCCESSFUL HAS THE INITIATIVE BEEN?; TRANSFERRING MEENA; BANGLADESH: INTERNATIONAL COVENANTS AND NATIONAL POLICY DIRECTIONS FOR INCLUSIVE EDUCATION; THE FUTURE?; CONCLUSION; REFERENCES; 6. ON THE EDGE?: Counter-Practice in Flexible Learning Programs; INTRODUCTION; ALTERNATIVE EDUCATION PROVISION FOR MARGINALISED YOUNG PEOPLE.
- Flexible Learning ProgramsAlternative Education in Inclusive Education Discourse; CONCEPTUALISING COUNTER-PRACTICE; RESEARCH CONTEXT; RE-WORKING IDENTITIES; We Are Not Our Problems; Mirroring the Positive through Unique Outcomes; Thickening the Plot; Engaging in Praxis and the Implications for Young People; NAVIGATING CONFLICT; A Shift in Power; Working the Boundaries; Going Over the Edge; CONCLUDING REMARKS; REFERENCES; 7. INCLUDING STUDENTS FROM REFUGEE BACKGROUNDS IN AUSTRALIAN SCHOOLS; INTRODUCTION; GLOBAL PERSPECTIVE: THE REFUGEE CRISIS; The Australian Context.