Photography in education involves the use of photographs to engage research participants in representing and reflecting upon their own experiences. This book explores how photographic images can be used in a range of educational settings in different cultural contexts, as a method of facilitating communication and reflection on significant issues in people's lives. It considers the opportunities that are created through the use of photography as a visual research method, and addresses fundamental issues about identity, representation, participation and power which underlie participatory practice. Bringing together a variety of international contributors, chapters describe and reflect on experiences of using photography, situating them in a critical framework to provoke informed applications of these processes. The collection adopts a broad view of education, considering voices of people of different ages who are at various stages on their educational journey, or who have diverse perspectives on their educational experience: young British Muslims, trainee science teachers, audiologists, teachers of deaf children, mobile teacher educators working in conflict zones, young people with disabilities, community workers and school students, in countries as diverse as Australia, Burma, Cyprus, England, Ethiopia, Kenya, the United States and Sudan. Photography in Educational Research will be key reading for educational researchers, postgraduate students studying research methods and ethics, tutors working in higher education, and individual practitioners and teams within schools interested in young people's voices, ethnicity, mental health, global citizenship and school development.

This timely book addresses the need for increasing multi-agency capacity in schools, as the success of initiatives such as Every Child Matters or personalised learning depends on teachers understanding the challenges faced by young people in learning effectively and happily in their school.

The authors of this thought-provoking book present and analyse case studies of collaborative action research, illustrating what is needed in practice for teachers to engage with inclusion for the benefit of their pupils and themselves. The essential elements of success with inclusion are revealed, including:

• the importance of identifying issues that teachers see as relevant;
• how teachers can achieve meaningful collaboration in addressing the issues;
• the necessity of paying careful attention to the consequences of the changes that they make;
• incorporating practical considerations such as critical support from outsiders;
• the role of facilitators such as educational psychologists in working with groups of teachers to support their development through action research;
• how to facilitate change through making use of resources that are already available in the education system.

Improving the Context for Inclusion is fascinating reading for all students of education, especially those with an interest in inclusion. Teachers, school leaders and those working in education services will gain an invaluable insight in to how to create an inclusive school environment.

This timely book addresses the need for increasing multi-agency capacity in schools, as the success of initiatives such as Every Child Matters or personalised learning depends on teachers understanding the challenges faced by young people in learning effectively and happily in their school.

The authors of this thought-provoking book present and analyse case studies of collaborative action research, illustrating what is needed in practice for teachers to engage with inclusion for the benefit of their pupils and themselves. The essential elements of success with inclusion are revealed, including:

• the importance of identifying issues that teachers see as relevant;
• how teachers can achieve meaningful collaboration in addressing the issues;
• the necessity of paying careful attention to the consequences of the changes that they make;
• incorporating practical considerations such as critical support from outsiders;
• the role of facilitators such as educational psychologists in working with groups of teachers to support their development through action research;
• how to facilitate change through making use of resources that are already available in the education system.

Improving the Context for Inclusion is fascinating reading for all students of education, especially those with an interest in inclusion. Teachers, school leaders and those working in education services will gain an invaluable insight in to how to create an inclusive school environment.

Photography in education involves the use of photographs to engage research participants in representing and reflecting upon their own experiences. This book explores how photographic images can be used in a range of educational settings in different cultural contexts, as a method of facilitating communication and reflection on significant issues in people's lives. It considers the opportunities that are created through the use of photography as a visual research method, and addresses fundamental issues about identity, representation, participation and power which underlie participatory practice. Bringing together a variety of international contributors, chapters describe and reflect on experiences of using photography, situating them in a critical framework to provoke informed applications of these processes. The collection adopts a broad view of education, considering voices of people of different ages who are at various stages on their educational journey, or who have diverse perspectives on their educational experience: young British Muslims, trainee science teachers, audiologists, teachers of deaf children, mobile teacher educators working in conflict zones, young people with disabilities, community workers and school students, in countries as diverse as Australia, Burma, Cyprus, England, Ethiopia, Kenya, the United States and Sudan. Photography in Educational Research will be key reading for educational researchers, postgraduate students studying research methods and ethics, tutors working in higher education, and individual practitioners and teams within schools interested in young people's voices, ethnicity, mental health, global citizenship and school development.