Perspectives on Participation and Inclusion - Engaging Education

Zusammenfassung Drawing on philosophical ideas and educational theories, practical examples and case studies in a wide variety of educational settings and styles, this textbook for education studies, discusses ideas such as 'otherness' and 'voice', freedom, belonging and well-being in education and the relational nature of learning. Inhaltsverzeichnis Acknowledgements Introduction Part One: The Voice of the Learner   Chapter 1: Inclusion versus neo-liberalism: Empowering the ‘Other' Suanne Gibson Inclusion: what, when, why, and Neo-liberalism: the barrier Starting from the learner's perspective Dialogue and safe spaces versus ‘school effectiveness'? Author's note Chapter 2: Listening to the voice of the child in education Joanna Haynes Constructs of child as learner So what is a child? Children's rights Initiatives to promote children's participation in education Conclusion Author's note Part Two: Critical and Alternative Perspectives on Participation and Inclusion   Chapter 3: Education and after-education: Exploring learning as a relational process Tony Brown Emotions and learning Secure attachment Conceptions of student The relational psychoanalytic lens Emotion, cognition and student identity Imagination, disturbance and education Identificatory confusion Alternative ways of reading classroom spaces Conclusion Author's note Chapter 4: Including Deaf Culture: Deaf young people and participation Hannah Smith Experiences of Exclusion Inclusion in Whose Culture? Specialist Provision or Inclusion? Conclusion: Learning with and from Deaf Culture Author's Note Chapter 5: Freedom, Inclusion and Education Joanna Haynes Interpretations of freedom Education and political liberation Experimental and alternative education Mainstream education: freedom through philosophical dialogue Freedom to think Conclusion Author's note Chapter 6: Wellbeing and Education Alan Hutchison The idea of Wellbeing What is Wellbeing Education? Why Wellbeing Education Now? Problematising Wellbeing Education Critical voices Contemporary developments in Wellbeing Conclusion Author's note Chapter 7: Where should pupils who experience Social, Emotional and Behavioural Difficulties (SEBD) be educated? Helen Knowler Where do I belong? Words Matter The historic ‘burden' of SEBD Including pupils who experience SEBD Mainstream school or special school: does it really matter where pupils are taught? Belonging and school Conclusion Author's note Part Three: Approaches to Participation   Chapter 8: Informal learning outdoors Tony Rea The nature of informal learning Participation in informal learning outdoors: benefits and learner outcomes Current debates about challenge and risk in the outdoors and how this might affect participation A pedagogy for outdoor learning? Author's Note Chapter 9: E's of access: e-Learning and widening participation in Education Steve Wheeler The Information Age and the knowledge society Digital Divides The ‘e' is for Everything The Nature of e-Learning Where does the learner fit into the ‘E'quation? E is for Extended Learning E is for Enhanced Learning E is for Everywhere Learning E is for Exclusion Conclusion Author's Note Chapter 10: Widening Participation in Adult Education Roger Cutting <...

Inhaltsverzeichnis

Acknowledgements

Introduction

Part One: The Voice of the Learner

Chapter 1: Inclusion versus neo-liberalism: Empowering the 'Other'

Suanne Gibson

Inclusion: what, when, why, and Neo-liberalism: the barrier
Starting from the learner's perspective
Dialogue and safe spaces versus 'school effectiveness'?
Author's note

Chapter 2: Listening to the voice of the child in education
Joanna Haynes

Constructs of child as learner
So what is a child?
Children's rights
Initiatives to promote children's participation in education
Conclusion
Author's note

Part Two: Critical and Alternative Perspectives on Participation and Inclusion

Chapter 3: Education and after-education: Exploring learning as a relational process
Tony Brown

Emotions and learning
Secure attachment
Conceptions of student
The relational psychoanalytic lens
Emotion, cognition and student identity
Imagination, disturbance and education
Identificatory confusion
Alternative ways of reading classroom spaces
Conclusion
Author's note

Chapter 4: Including Deaf Culture: Deaf young people and participation
Hannah Smith

Experiences of Exclusion
Inclusion in Whose Culture?
Specialist Provision or Inclusion?
Conclusion: Learning with and from Deaf Culture
Author's Note

Chapter 5: Freedom, Inclusion and Education
Joanna Haynes

Interpretations of freedom
Education and political liberation
Experimental and alternative education
Mainstream education: freedom through philosophical dialogue
Freedom to think
Conclusion
Author's note

Chapter 6: Wellbeing and Education
Alan Hutchison

The idea of Wellbeing
What is Wellbeing Education?
Why Wellbeing Education Now?
Problematising Wellbeing Education
Critical voices
Contemporary developments in Wellbeing
Conclusion
Author's note

Chapter 7: Where should pupils who experience Social, Emotional and Behavioural Difficulties (SEBD) be educated?
Helen Knowler

Where do I belong?
Words Matter
The historic 'burden' of SEBD
Including pupils who experience SEBD
Mainstream school or special school: does it really matter where pupils are taught?
Belonging and school
Conclusion
Author's note

Part Three: Approaches to Participation

Chapter 8: Informal learning outdoors
Tony Rea

The nature of informal learning
Participation in informal learning outdoors: benefits and learner outcomes
Current debates about challenge and risk in the outdoors and how this might affect participation
A pedagogy for outdoor learning?
Author's Note

Chapter 9: E's of access: e-Learning and widening participation in Education
Steve Wheeler

The Information Age and the knowledge society
Digital Divides
The 'e' is for Everything
The Nature of e-Learning
Where does the learner fit into the 'E'quation?
E is for Extended Learning
E is for Enhanced Learning
E is for Everywhere Learning
E is for Exclusion
Conclusion
Author's Note

Chapter 10: Widening Participation in Adult Education
Roger Cutting

The Parents as Educators Programme
Getting Going
The Course Design
Recruitment
Unlocking the door
The 'R' word - Retention issues
Maintaining retention
The End
Evaluating a programme
Conclusions
Author's note

Über den Autor / die Autorin

Suanne Gibson is Senior Lecturer and Programme Leader for Education Studies at the University of Plymouth, UK, where she also co-ordinates the Inclusion and Social Justice Research Network. Joanna Haynes is Senior Lecturer in Education Studies at the University of Plymouth, UK. She taught in nursery and primary schools in Glasgow and Bristol and has also worked in teacher education and continuing professional development.

Produktdetails

• Autoren: Suanne Gibson, Suanne (EDT)/ Haynes Gibson, Joanna Haynes
• Mitarbeit: Suanne Gibson (Herausgeber), Joanna Haynes (Herausgeber)
• Verlag: Bloomsbury Academic
• Sprache: Englisch
• Produktform: Fester Einband
• Erschienen: 23.03.2009
• EAN: 9780826445018
• ISBN: 978-0-8264-4501-8
• Seiten: 184
• Themen: Geisteswissenschaften, Kunst, Musik > Pädagogik > Sonderpädagogik; EDUCATION / Inclusive Education, Educational strategies and policy: inclusion, Inclusive education / mainstreaming