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This volume offers a critical orientation to inclusive education by
centering the learnings that emerge from regional struggles in the
world to actualize global ideals and commitments. Grounded in
assumptions that challenge medicalized notions of disability and
difference, the inquiries within this book register a range of
theoretical frameworks. Such frames compel us to both interrogate
the foundational premises within global discourses of inclusion and
to inquire into the complexities wrought by entrenched systems of
schooling. Collectively, they articulate the inseparability of
inclusive education from historical processes that include
conditions in post-colonial/post-war contexts as well as
"developed" regions. The book therefore acknowledges and values the
fluidity of inclusive processes that cannot be neatly pre-defined.
This conscious awareness of the contingent nature of inclusive
practice suggests new modes of coming to know inclusion for the
authors in this book. Their chapters explore methodological
practices that can re-direct inquiries to hold such complexity
while retaining commitments to inclusion.
The author offers eight guiding principles that can be used to
advance an inclusive pedagogy. These principles permit teachers to
both acknowledge and draw from the conditions within which they
work, even as they uphold their commitments to equitable schooling
for students from historically marginalized groups, particularly
students with disabilities.
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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