Inclusion & Diversity in Education, 4-Volume Set

Four-Volume Set
ISBN: 978-1-4129-4709-1
Verlag: SAGE PUBN

Buch, Englisch, 1770 Seiten, Format (B × H): 170 mm x 246 mm, Gewicht: 2971 g

Reihe: SAGE Library of Educational Thought & Practice

This four-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are 'looked after' in public care, and other dimensions of exclusion arising from social class, gender or sexuality. The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular. Three cross-cutting themes are represented across all four volumes: - A chronological approach, showing how key concepts and perspectives have developed in each area of the literature. - Identified groups of learners - developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race - Contexts for learning - such as urban education and global or comparative perspectives.

Autoren/Hrsg.

Hick, Peter

Thomas, Gary

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

VOLUME 1
The Concept of Oppression and the Development of a Social Theory of Disability - P. Abberley
Synthesis of Research on Compensatory and Remedial Education - L. W. Anderson and L. O. Pellicer
The Repetition of Exclusion - J. Allan
Inclusion as Social Justice: Critical notes on discourses, assumptions, and the road ahead - A.J. Artiles, N. Harris-Murri and D. Rostenberg
The Historical Development of Special Education: Humanitarian rationality or 'wild profusion of entangled events'? - F. Armstrong
Education Markets, Choice and Social Class: The market as a class strategy in the UK and the USA - S. J. Ball
Competition, Selection and Inclusive Education: Some observations - L. Barton and R. Slee
Normalisation, Needs and Schools - S. Carson
Routes to Inclusion - P. Clough
Pseudo-science and Dividing Practices: A genealogy of the first educational provision for pupils with learning difficulties - I. Copeland
Special Education for the Mildly Retarded - is much of it Justifiable? - L.M. Dunn
Reframing Justice in a Globalizing World - N. Fraser
Reviewing the Literature on Integration - S. Hegarty
The Process of Reconstruction: An overview - G. Leyden
The Acquisition of a Child by a Learning Disability - R.P. McDermott
Changing the Way We Think About Kids with Disabilities: A conversation with Tom Hehir - E. Miller
Disability, Education and the Discourses of Justice - F. Rizvi and B. Lingard
Driven to the Margins: Disabled students, inclusive schooling and the politics of possibility - R. Slee
Witnessing Brown: Pursuit of an equity agenda in American education - A. Smith and E. B. Kozleski
Inclusive Education: The ideals and the practice - G. Thomas, D. Walker and J. Webb
Why a Sociology of Special Education - S. Tomlinson
Brown vs. Board of Education - E. Warren
VOLUME 2
Developing Inclusive Education Systems: What are the levers for change? - M. Ainscow
Inclusion and the Standards Agenda: Negotiating policy pressures in England - M. Ainscow, T. Booth and A. Dyson
The Politics of Official Knowledge: Does a national curriculum make sense? - M. Apple
Reinventing 'Inclusion': New Labour and the cultural politics of special education - D. Armstrong
Learning in Inclusive Education Research: Re-mediating theory and methods with a transformative agenda. - A.J. Artiles, E. Kozleski, S. Dorn and C. Christensen
Inclusion in Action: An in-depth case study of an effective inclusive secondary school in the south-west of England - E. Avramidis, P. Bayliss and R. Burden
Getting Started - D. Biklen
The Development of Young Children's Ethnic Identities: Implications for early years practice - P. Connolly
A Critical Examination of Special Education Programs - F. Christoplos and P. Renz
Gender and Learning: Equity, equality and pedagogy - H. Daniels and A. Creese
Making the Ordinary School Special - T. Dessent
The Puzzle of Inclusion: A case study of autistic students in the life of one high school - P. M. Ferguson
Persistent Absence from School and Exclusion from School: The predictive power of school and community variables - D. Galloway, R. Martin and B. Wilcox
Education Policy as an act of White Supremacy: Whiteness, critical race theory and education reform - D. Gillborn
Deviance and Education - D.H. Hargreaves, S.K. Hestor, and F.J. Mellor
Effective Inclusive Schools: A study in two countries - M. Rouse and I. Florian
Met Cognition and Passing: strategic interactions in the lives of students with learning disabilities - R. Rueda and H. Mehan
Learning Disabilities as Sociologic Sponge - G. M. Senf
The Special Education Paradox: Equity as the way to excellence - T. M. Skrtic
Excluding the Included: A reconsideration of inclusive education - R. Slee and J. Allan
The Place and The People - G. Thomas, D. Walker and J. Webb
Street Level Bureaucrats and Institutional Innov

Über Autor(innen)

Thomas, Gary
Being of a nervous disposition as a child, Gary Thomas failed to write anything on his 11-plus examination paper, which inaction took him to secondary modern school.

He eventually became a teacher, then an educational psychologist, then a professor of education at the University of Birmingham, where his teaching, research and writing have focused on inclusive education and the methods used in social science research. He has led a wide range of research projects and has received research funding from the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the Department for Education, charities such as Barnardo’s and the Cadmean Trust, local authorities and a range of other organisations. He has written or edited 30 books, lots of boring academic articles, and quite interesting essays on the state of education in the national press. He was the editor of journals such as the British Educational Research Journal and Educational Review.

He has two grown-up daughters, one daughter at school, and two grandchildren. He likes, in alphabetical order, birds, chess, cycling, dogs, his family, gardening, reading and writing.

Despite supporting Aston Villa football club, he maintains an optimistic outlook on life.