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Featuring leading voices in the field from across Canada and Europe, this edited collection offers empirical analyses of the historical, social, cultural, and legislative determinants of inclusive education in Canadian schools.
Covering four thematic areas including the structure, culture, and practices of inclusive education, the volume offers comparative insights from a European perspective, engaging critically with widely held views of Canada as a world leader in inclusive education. Providing rich comparisons with educational systems in Germany, Spain, and Finland, chapters explore in-depth the assessment structures and curricula specific to Canada, as well as educational policy, and explore attitudes and practices in relation to diverse student populations, including refugee and indigenous peoples, and students with special educational needs.
This volume will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, as well as educational policy more specifically. Those involved with inclusion and special educational needs will also benefit from this volume.
List of contents
- Introduction: Inclusion in International "Dialogue"
Theodore Michael Christou, Robert Kruschel, Ian Alexander Matheson, and Kerstin Merz-Atalik
Part 1: Unpacking Inclusion
- Canada as a "Driving Force" for Inclusion Activists in European Countries?: Comparative Perspectives on Inclusive Education in Europe and Canada
Kerstin Merz-Atalik
- Doing Belonging and Social Coherence: Discourses of Belonging in Canada and Their Influence on Social Cohesion
Ayca Polat
- A "Swarm of Discourses": Inclusion in Canada
Joachim Schroeder
- Inclusive Education in Canada: An Overview
Jacqueline Specht and S. Anthony Thompson
Part 2: Structures around Inclusive Education
- Current Trends in Inclusive and Special Education in Newfoundaland and Labrador, Canada, and Finland
Markku Jahnukainen, Kimberly Maich, Sharon Penney, and Gabrielle Young
- Education for Young Refugees: Processes of Inclusion and Exclusion in Munich and Toronto
Annette Korntheuer
- On the Dissappearance of Childhood: An Exploratory Interview Study of the Christian Homeschooling Millieu in Canada
David Jahr and Robert Kruschel
- Structures That Inhibit and That Support Inclusive Education in Canada: A Response from a Canadian Scholar in Inclusive Education
Steve Sider
Part 3: Cultures around Inclusive Education
- Cultural Challenges for School and Social Participation in Canada's Indigenous Reserves: The Example of the Atikamekw Village Manawan in Québec
Nastasia Herold
- Indigenous Cultural Inclusivity in Canadian Schools: Considerations and Imperatives
Jenn de Lugt
- Reclaiming Disability: Of Mino-Pimatisowin, Belonging, and Gentle Teaching
Margaret Kress
- Why Decolonization is so Important: A Comment to the Paper of Margaret Kress
Ines Boban and Andreas Hinz
Part 4: Practices of Inclusive Education
- Individual Reference Norm Orientation and Motivation: Perspectives from Germany, Finland, and Canada
Britta Klopsch, Katharina Reschke, and Anne Sliwka
- Human Rights-Based Education - Inclusive and "Appropriate"?: Some Questions after Visits to Toronto and New Brunswick
Ines Boban and Andreas Hinz
- Curriculum Design in Inclusive Education: Comparison of Curricular Approaches to Diversity at School in Prince Edward Island (Canada), Finland, and South Tyrol
Andreas Köpfer, Marcel Veber, and Anna Bollesen
- Advancing Inclusion in Education Systems: Insights from New Brunswick
Cecilia Simón, Yolanda Muñoz-Martínez, and Gordon L. Porter
- Response from Canadian Scholar in Inclusive Education: What Can Comparative Views of Inclusive Practices Teach Us?
Jeffrey MacCormack
- Conclusion: Inclusion in Canada: An Ongoing Effort
Alexandra Minuk, Kerstin Merz-Atalik, Ian Alexander Matheson, Robert Kruschel, and Theodore Michael Christou
About the author
Theodore Michael Christou is a Professor of Education and an Associate Dean of Graduate Studies in the Faculty of Education, Queen's University, Canada.
Robert Kruschel is a University Teacher and Researcher in the Department of Special Education, University of Leipzig, Germany.
Ian Alexander Matheson is an Assistant Professor of Special Education, Queen's University, Canada.
Kerstin Merz-Atalik is a Professor in the Department of Special Education, Ludwigsburg University of Education, Germany.
Summary
Featuring leading voices in the field from across Canada and Europe, this edited collection offers empirical analyses of the historical, social, cultural, and legislative determinants of inclusive education in Canadian schools.
