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The Language of Inclusive Education is an insightful text which
considers the writing, speaking, reading and hearing of inclusive
education. Based on the premise that humans use language to
construct their worlds and their realities, this book is concerned
with how language works to determine what we know and understand
about issues related to in/exclusion in education. Using a variety
of analytical tools, the author exposes language-at-work in
academic and popular literature and in policy documents. Areas of
focus include: What inclusive education means and how it is defined
How metaphor works to position inclusive education How textbooks
construct inclusive education How we use language to build what we
understand to be difference and disability, with particular
reference to AD(H)D and Asperger's Syndrome Listening to children
and young people as a means to promote inclusion in schools Woven
through this volume is the argument for a more critical awareness
of how we use language in the field that we call 'inclusive
education'. This book is a must-read for any individual studying,
practicing or an interest in inclusion and exploring the
associations with language.
Foregrounding the diversity that characterises various educational
settings, this book discusses how histories and geographies of
oppression, exclusion and marginalisation have impacted on teacher
education. Contributors draw on first-hand experiences of living
and working in countries including Brazil, China, South Africa, New
Zealand and Malawi. Positioned in a geographical and metaphorical
'Global South', the book draws critical attention to debates which
have been otherwise marginalised in relation to those conducted in
the 'Global North'. Chapters address difference and diversity on
both a conceptual and empirical level, acknowledging the
significance of various global trends including increased migration
and urbanisation; and broadening understandings of race, religion,
gender, sexuality and dis/ability. Taken together, these chapters
reveal the extent of the work which still remains to be done in the
field of teacher education for diversity. The issues discussed are
of global significance, making this text key reading for teachers,
teacher educators, and those concerned with the advancement of
social justice and reduction of inequality through education.
Foregrounding the diversity that characterises various educational
settings, this book discusses how histories and geographies of
oppression, exclusion and marginalisation have impacted on teacher
education. Contributors draw on first-hand experiences of living
and working in countries including Brazil, China, South Africa, New
Zealand and Malawi. Positioned in a geographical and metaphorical
'Global South', the book draws critical attention to debates which
have been otherwise marginalised in relation to those conducted in
the 'Global North'. Chapters address difference and diversity on
both a conceptual and empirical level, acknowledging the
significance of various global trends including increased migration
and urbanisation; and broadening understandings of race, religion,
gender, sexuality and dis/ability. Taken together, these chapters
reveal the extent of the work which still remains to be done in the
field of teacher education for diversity. The issues discussed are
of global significance, making this text key reading for teachers,
teacher educators, and those concerned with the advancement of
social justice and reduction of inequality through education.
The Language of Inclusive Education is an insightful text which
considers the writing, speaking, reading and hearing of inclusive
education. Based on the premise that humans use language to
construct their worlds and their realities, this book is concerned
with how language works to determine what we know and understand
about issues related to in/exclusion in education. Using a variety
of analytical tools, the author exposes language-at-work in
academic and popular literature and in policy documents. Areas of
focus include: What inclusive education means and how it is defined
How metaphor works to position inclusive education How textbooks
construct inclusive education How we use language to build what we
understand to be difference and disability, with particular
reference to AD(H)D and Asperger's Syndrome Listening to children
and young people as a means to promote inclusion in schools Woven
through this volume is the argument for a more critical awareness
of how we use language in the field that we call 'inclusive
education'. This book is a must-read for any individual studying,
practicing or an interest in inclusion and exploring the
associations with language.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
Gibson Manor is a very old building and has been used for many
purposes over the years, and has quite an history. It is now used
though as a large nursing home. Helen works in Gibson Manor as a
nurse on night duty.Strange sounds occur throughout the night in
Gibson Manor. There does not seem to be an explanation for these
sounds, but Helen and other members of staff are kept busy looking
for the cause of these noises. Then one of the elderly residents,
along with Helen1s assistance discover an amazing world situated
right underneath the old building.
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