This book considers fresh international perspectives on schooling culture, systems, teacher preparation, school leadership and policy. The expert contributors push the conceptual boundaries of â inclusive educationâ and explore new ways to research and conceptualize inclusion and diversity in education for all children.
This book considers fresh international perspectives on schooling culture, systems, teacher preparation, school leadership and policy. The expert contributors push the conceptual boundaries of â inclusive educationâ and explore new ways to research and conceptualize inclusion and diversity in education for all children.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Matthew J. Schuelka is a researcher at the Institute on Community Integration and lecturer in the College of Education and Human Development at the University of Minnesota, USA. He is also the founder and CEO of Fora Education. Suzanne Carrington is a Professor in The Centre for Inclusive Education (C4IE) and a member of the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Australia.
Inhaltsangabe
Table of Contents 1. Innovative and global directions for inclusive education in the 21st century - Matthew J. Schuelka and Suzanne Carrington Part I: Conceptual Innovation 2. International perspectives on inclusive education in rural contexts: Finding (un)common ground - Julie Dillon-Wallace 3. Beginning with language: Inclusive education strategies with sign languages in Rwanda, Singapore, United States, and Vi¿t Nam - Audrey Cooper, Sonia Holzman, Maegan Shanks, and Phoebe Tay 4. Affects and materiality in Santiago de Chile's schools: The importance of relationality in the co-enactment of inclusion - Rosario Palacios 5. Conceptualising inclusion within Indonesian contexts - Nur Azizah, Elga Andriana, and David Evans 6. Is inclusive education enough for Australian Aboriginal students? Making the case for belonging education to disrupt the normalised agenda of assimilation - Sheelagh Daniels-Mayes, Gary Fry, and Karen Sinclair Part II: Pragmatic Innovation 7. Visibly rewarding learners for academic achievement: The guise of excellence - Shakira Akabor 8. Diagnosis, integration, and inclusion: The experiences of schools and families in Cambodian policy and practice - Anne E. Crylen 9. Talking about self: Exploring the potential of teacher's talk in professional learning communities for inclusive pedagogy - Wacango Kimani 10. Localizing a universal claim: Applying universal design strategies to support inclusion in Armenia - Armenuhi Avagyan, Christopher Johnstone, Ofelia Asatryan, Lilia Khachatryan, and Aleksandr Shagafyan 11. Critical reflexivity as a pedagogy for inclusivity in teacher education - Levan Lim and Thana Thaver 12. Re-turning insights on belonging: An international collaboration between Flanders and New Zealand - Hanne Vandenbussche, Elisabeth De Schauwer, Evelyn Christina, Missy Morton, and Geert Van Hove Part III: Methodological Innovation 13. Being seen and heard: Using Photovoice methodology in inclusive education research - Alisha M.B. Braun 14. Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment - Silvia Romero-Conteras, Ismael Garcia-Cedillo, and Gabriela Silva-Maceda 15. Into the mesa: A case study of Jordanian inclusion policy - Sarah K. Benson 16. Becoming an activist: A story of parental advocacy for inclusive education - Glenys Mann and the Queensland Collective for Inclusive Education 17. Exploring the congruence between Bhutanese teachers' views about inclusion, Gross National Happiness, and Buddhism - Dawa Dukpa, Suzanne Carrington, Sofia Mavropoulou, and Matthew J. Schuelka
Table of Contents 1. Innovative and global directions for inclusive education in the 21st century - Matthew J. Schuelka and Suzanne Carrington Part I: Conceptual Innovation 2. International perspectives on inclusive education in rural contexts: Finding (un)common ground - Julie Dillon-Wallace 3. Beginning with language: Inclusive education strategies with sign languages in Rwanda, Singapore, United States, and Vi¿t Nam - Audrey Cooper, Sonia Holzman, Maegan Shanks, and Phoebe Tay 4. Affects and materiality in Santiago de Chile's schools: The importance of relationality in the co-enactment of inclusion - Rosario Palacios 5. Conceptualising inclusion within Indonesian contexts - Nur Azizah, Elga Andriana, and David Evans 6. Is inclusive education enough for Australian Aboriginal students? Making the case for belonging education to disrupt the normalised agenda of assimilation - Sheelagh Daniels-Mayes, Gary Fry, and Karen Sinclair Part II: Pragmatic Innovation 7. Visibly rewarding learners for academic achievement: The guise of excellence - Shakira Akabor 8. Diagnosis, integration, and inclusion: The experiences of schools and families in Cambodian policy and practice - Anne E. Crylen 9. Talking about self: Exploring the potential of teacher's talk in professional learning communities for inclusive pedagogy - Wacango Kimani 10. Localizing a universal claim: Applying universal design strategies to support inclusion in Armenia - Armenuhi Avagyan, Christopher Johnstone, Ofelia Asatryan, Lilia Khachatryan, and Aleksandr Shagafyan 11. Critical reflexivity as a pedagogy for inclusivity in teacher education - Levan Lim and Thana Thaver 12. Re-turning insights on belonging: An international collaboration between Flanders and New Zealand - Hanne Vandenbussche, Elisabeth De Schauwer, Evelyn Christina, Missy Morton, and Geert Van Hove Part III: Methodological Innovation 13. Being seen and heard: Using Photovoice methodology in inclusive education research - Alisha M.B. Braun 14. Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment - Silvia Romero-Conteras, Ismael Garcia-Cedillo, and Gabriela Silva-Maceda 15. Into the mesa: A case study of Jordanian inclusion policy - Sarah K. Benson 16. Becoming an activist: A story of parental advocacy for inclusive education - Glenys Mann and the Queensland Collective for Inclusive Education 17. Exploring the congruence between Bhutanese teachers' views about inclusion, Gross National Happiness, and Buddhism - Dawa Dukpa, Suzanne Carrington, Sofia Mavropoulou, and Matthew J. Schuelka
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