Teachers are increasingly challenged by dilemmas of practice as
they negotiate their commitments to equity for students from
historically marginalized communities, including students with
disabilities, against the demands of their school settings. This
book seeks to understand the ways in which teachers' engagements
with their schooling contexts evoke varied forms of inclusive
practice. It narrates the experiences of seven novice teachers who
entered the field deeply committed to inclusive practice. It
documents their conflicts, joys and struggles within the
collectivities in which they were embedded. In doing thus, the book
discloses the many unpredictable trajectories of practice that
encompass the complex work of teaching for inclusion.
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