Inclusive Education, Politics and PolicymakingInclusive Education, Politics and Policymaking provides a critical and up to date overview on how far we have come in educational policy and practice in regards to inclusive education, and suggests possible ways forward. The author brings together and critically analyses a wide range of theories and research in exploring inclusion in education. To make this text fully engaging for the reader, activities are presented which have been used on Education Studies courses to encourage students to reflect on their own experiences enabling them to position themselves within the theory and research in this field. These activities are transferable to primary, secondary, further and adult education contexts. Inclusive Education, Politics and Policymaking serves as an ideal introduction to this contemporary issue and provokes a critical review and engagement with study in this field for students of Education Studies BA and Education MA courses. |
Contents
Introduction | 1 |
Discourses Politics and Educational Practice | 4 |
2 Pedagogy for Inclusion | 34 |
A Critique | 53 |
4 Understanding Inclusive Education Policymaking | 73 |
The Interplay of Ideas | 88 |
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Common terms and phrases
agenda Ainscow Ball Barton and Armstrong cation challenge cited complex conceptual concerned constitute constructed context Corker critical Critical Discourse Analysis critical pedagogy cultural deconstruction deficit DfES differentiation disability and special Disability Studies disabled children disabled students dominant dynamics economic educa education policy analysis education system educational change effects endemic entails exploring Foucault framework Fulcher global greater inclusive policies hence historical human rights approach ideology impact impairment implicated inclusive discourse inclusive education policy inclusive education policymaking individual institutional conditions interactive interplay issues knowledge language learner diversity learning legislation Liasidou Loxley mainstream schools means model of disability neo-liberal normality Norwich notion pedagogy perspectives policy and practice policymaking process political postmodern poststructural professionals Reflective Exercise regarded role Slee social actors socio special education policy special educational needs structures struggles teachers teaching theoretical theorized tion Tomlinson transformative change underpinning understanding unequal power relations UNESCO United Kingdom whereby