Inclusion, Participation and Democracy: What is the Purpose?

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J. Allan
Springer Science & Business Media, Apr 30, 2003 - Education - 233 pages
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The question of inclusive education is one which many societies are attempting to address. It is a fundamentally serious and complex issue raising challenges that cover conceptual, organizational, pedagogical, curricular and socio-economic concerns and questions. In this edited collection of papers the reader is confronted with these challenges through, on the one hand, a critical informative analysis of some of the key existing ideas and, on the other, a series of alternative insights and questions requiring further exploration and debate. Adding to the overall qu- ity of the book is the much needed cross-cultural dimension in terms of insights, knowledge, understanding and difficult questions. This is an important book in which new research and interpretations are reported on and discussed. Overall, the papers provide a serious critique of such factors as: the limitations of existing definitions of inclusive education; the narrowness of the focus within which inclusive issues are too often presented; the negative impacts of marketisation, performativity and the standards agenda on the realisation of inclusive values and practice and the constraints of significant socio-economic inequalities and disadvantages within and between communities and schools. These raise serious questions concerning the extent to which schools can make a positive difference in the lives of many pupils.
 

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Contents

Pressing for Change
6
Teaching trust identity and community
11
Whats inclusion got to do with it?
49
Why does education for all have to be inclusive education?
67
The social construction of adulthood with a difference in Iceland
83
The story of ADHD
105
What we make of disability in schools
117
An outsiders perspective on the reality of educational inclusion
139
Understanding the changing role of English local education
165
Daring to think otherwise?
179
Race and the discourse on inclusion
195
Concluding remarks
225
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About the author (2003)

Mel Ainscow is Professor of Education at the University of Manchester Julie Allan is Professor of Education in the Institute of Education, University of Stirling Fernando Almeida Diniz has recently retired after over thirty years as a teacher and researcher in education Keith Ballard is a Professor in the Department of Education at the University of Otago, New Zealand Dora S. Bjarnason is an Associate Professor at the Iceland University of Education Alison Closs is Senior Lecturer in Inclusive Education at Edinburgh University Colleen Cummings is a researcher in the School of Education, University of Newcastle Alan Dyson is Professor of Education at the University of Newcastle Gwynned Lloyd works in the School of Education, University of Edinburgh Alan Millward is based in the School of Education, University of Newcastle Kari Nes is an Associate Professor in Education at Hedmark University College in Norway Roger Slee is currently Deputy Director General in the Queensland Government Marit Stromstad is an Assistant Professor at the department of education, Hedmark college, Norway Linda Ware has published extensively on educational inclusion and curriculum development for inclusive classrooms

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