The SAGE Handbook of Inclusion and Diversity in Education
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This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:
Part I: Conceptualizations and Possibilities of…mehr

Produktbeschreibung
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:

Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education
Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems
Part III: Inclusion and Diversity in Global and Local Educational Contexts
Autorenporträt
Matthew J. Schuelka is Lecturer of Inclusive Education at the University of Birmingham School of Education. His primary area of scholarship concerns socio-cultural understandings of disability and education, and a focus on design and systems of schooling for all students. He holds advanced degrees from the University of Vermont, Stanford University, and the University of Minnesota (PhD in Comparative International Education and Development). Dr. Schuelka has been involved in education, research, and development projects all over the world, including Zambia, Serbia, Malaysia, Japan, Denmark, India, United States, United Kingdom, and particularly in the Himalayan country of Bhutan. At the time of this writing he is Primary Investigator on two major research projects in Bhutan: "Educational Values for a Sustainable Society: Head, Hands, Heart, and Happiness in Bhutan and Beyond" (Toyota Foundation); and "Understanding, Developing, and Supporting Meaningful Work for Youth with Disabilities in Bhutan: Networks, Communities, and Transitions" (ESRC Global Challenge Research Fund). His most recent book publication is Education in Bhutan: Culture, Schooling, and Gross National Happiness (Springer). Christopher J. Johnstone is Assistant Professor of Comparative and International Development Education at the University of Minnesota. His research examines how educational systems become more responsive to the diversity of stakeholders they serve through conscious removal of barriers and development of enabling environments. Dr. Johnstone coordinates his university's Leadership in International and Intercultural Education PhD program and has worked professionally in over 40 countries. Johnstone has worked extensively with organizations such as UNICEF, US Department of State, and others on inclusive education and inclusive youth development projects. At the time of this writing, he currently serves as the co-lead for Kenya in the "Learn, Earn, Save" project, the Principal Investigator of a Global Spotlight Grant study of disability identity in India, the Principal Investigator for a six-university case study on accessibility in learning abroad; and on two U.S. Department of State grants focused on inclusive education (with partners in Armenia, India, Kazakhstan, and Ukraine). His recent work can be found in Prospects, International Journal of Education and Development, and the British Journal of Educational Technology. Gary Thomas is Professor of Inclusion and Diversity at the University of Birmingham School of Education. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education - at the University of Leeds, Oxford Brookes University, University of the West of Englad, and University College London - his teaching and research have focused on inclusion, special education, and research methodology in education. Professor Thomas has received research funding as Principal Investigator from the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfE, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. He is currently executive editor of the Educational Review journal. He was also the founding co-editor of the International Journal of Research and Method in Education and he has been a co-editor of the British Educational Research Journal. His latest book is Education: A Very Short Introduction (Oxford University Press), and his book for students on research methods, How to Do Your Research Project (SAGE), is now in its third edition. Alfredo J. Artiles is the Ryan C. Harris Professor of Special Education and Dean of the Graduate College at Arizona State University. His interdisciplinary scholarship focuses on understanding educational opportunities and inequities related to disability intersections with race, language, gender and social class. He directs the Equity Alliance and was elected Vice President of AERA. Dr. Artiles is an AERA Fellow, a former Spencer Foundation/ National Academy of Education Postdoctoral Fellow and was a Resident Fellow at Stanford University's Center for Advanced Study in the Behavioral Sciences. He has received numerous awards including a 2017 AERA Presidential Citation, the 2014 Division G Mentoring Award, the 2017 AERA Review of Research Award, and the 2012 Palmer O. Johnson Award. He edits the Teachers College Press book series "Disability, Culture, & Equity." Recent publications include Keeping the Promise? Contextualizing Inclusive Education in Developing Countries (Klinkhardt); The 2017 World Yearbook of Education: Assessment Inequalities (Routledge) and Inclusive education: Examining Equity on Five Continents (Harvard Education Press).
Rezensionen
This outstanding collection situates inclusion and diversity in the widest possible contexts: educational, political, ethical and international. This volume is a must-read for all educators hoping to deepen their understanding of the complexities and contradictions of inclusive education.

Mara Sapon-Shevin 20190823