This book examines and problematises the concept of ‘educational inclusion’ within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ‘inclusive’ in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation.
Tabela de Conteúdo
1 Introduction.- Part I Exclusion: Policy, Practice, Research.- 2 Exclusion and the ‘Wicked Problem’ of Behaviour in Australian Schools.- 3 Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System.- 4 Exclusion and Neoliberal Public Sector Management.- 5 The Migratory Experience: Challenging Inclusionary Measures.-
6 Exclusionary Practices and Danish School Policy.- Part II Exclusion: Revisiting Inclusion.- 7 Labels of Convenience/Labels of Opportunity.- 8 The Other Students with Special Educational Needs and the Attainment Gap.- 9 History, Space and Schooling Among Indigenous Australians.- 10 Education Policy and Roma Children in Romania.- 11 Twenty Years Later: Has Inclusive Education in South Africa Been Realised?.- 12 Racial Justice and School Exclusion.- 13 Education and Exclusion in Mongolia.- Part III Exclusion: Separation, Segregation, Suspicion.- 14 ‘Unruly’ Ethnic Minorities: Exclusion Through Policy Constructions.- 15 The Paradox of Special Support and Separation.- 16 Gender-Based Violence and School Exclusion.- 17 Gender-Based Exclusion in Turkish Schools.- 18 Changing Regulations and Practices in Spain.- 19 Inclusion, Exclusion and Syrian Refugees in Turkey.- Afterword.-
Sobre o autor
Elizabeth J. Done is Lecturer in Inclusion at the University of Plymouth, and Visiting Research Fellow at the University of Exeter Graduate School of Education, UK. Her research specialises in inclusion, critical perspectives and teacher CPD.
Helen Knowler is Honorary Lecturer in Education at the University of Exeter, UK. She teaches and researches in the field of Social, Emotional and Mental Health (SEMH) and her current focus relates to the prevention of permanent exclusion of students from school.
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