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This insightful text considers the writing and saying ¿ and by extension, the reading and hearing ¿ of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using discourse and metaphor analysis, and drawing on critical literacy, the author exposes language-at-work in academic and popular literature and in policy documents.