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This book, a follow-up edition to International Perspectives on Exclusionary Pressures in Education (Palgrave Macmillan, 2023), presents an overview of inequality and inequity along different dimensions of exclusionary practices in schools and other educational settings. Contributions provide a range of theoretical perspectives which are applied to exclusionary practices and pressures in particular educational contexts, and equip readers with varied theoretical or conceptual frameworks through which contested issues around social justice and inclusive education can be acknowledged and analyzed. The book fosters a broad understanding of inclusive education by demonstrating how exclusionary pressures relating to disability, gender, socio-economic status, race and ethnicity, refugee status and sexuality work to trouble or problematize political, professional and policy rhetoric and discourses in which inclusive practices are assumed to be established. The book is of interest to researchers and students interested in intersectionality in inclusive and special education.
Table des matières
Chapter 1: Introduction.- Part 1: Exclusion: (Re)visiting Theory.- Chapter 2: Defectology as a Theory of Inclusion.- Chapter 3: Still Resisting After All These Years: Traditional Special Education Leadership's Fears of Inclusive Education in the USA.- Chapter 4: 'Belonging' and Inclusive Refugee Education.- Chapter 5: 'In This Sense, We Use the Term Integration and Thus Implement the UNCRPD': Theorising Exclusionary Pressures in Switzerla.- Chapter 6: Neoliberalisation and Logics of Practice in Alternative Provision.- Part II: Theorising In/Exclusionary Practices.- Chapter 7: Assigned Territories: On the Nexus of Diagnosing and Distancing in Inclusive Schools Through Goffman's Lens.- Chapter 8: This Is What We Should (Not) Be Doing.- Chapter 9: Twice Exceptional Students in the Inclusive Education of the UK.- Chapter 10: Lost in Translation: When Differentiated Instruction Takes an Exclusionary Turn.- Chapter 11: 'I Can't Hear It'. Exploring In/Exclusionary Age-Appropriate Research with Young Children.- Chapter 12: The Digital Divide as an Exclusionary Pressure in Education.- Part III: Theorising Prejudicial Logics.- Chapter 13: 'I Was Low-Key Disruptive, But Teachers Always Saw Me as Trouble'. Addressing Discipline Disparities of Black Girls in English Secondary Schools.- Chapter 14: Transforming Punitive Relations for Education Justice.- Chapter 15: Double Discrimination: A Feminist Poststructuralist Intersecting of Gender and Intellectual Disability in Education and Society.- Chapter 16: Exclusionary Practices in the Academic Journeys of Culturally Diverse Students in Southern Chile.- Chapter 17: First-In-Family Students in Australian Higher Education: Investigating Socioeconomic Status as an Exclusionary Pressure.- Chapter 18: Child as Accepted 'Excluded Other' in South African Schooling.
A propos de l'auteur
Elizabeth J. Done is Associate Professor in inclusion at the University of Plymouth, UK, and has published widely on in/exclusion in education.
Résumé
This book, a follow-up edition to International Perspectives on Exclusionary Pressures in Education (Palgrave Macmillan, 2023), presents an overview of inequality and inequity along different dimensions of exclusionary practices in schools and other educational settings. Contributions provide a range of theoretical perspectives which are applied to exclusionary practices and pressures in particular educational contexts, and equip readers with varied theoretical or conceptual frameworks through which contested issues around social justice and inclusive education can be acknowledged and analyzed. The book fosters a broad understanding of inclusive education by demonstrating how exclusionary pressures relating to disability, gender, socio-economic status, race and ethnicity, refugee status and sexuality work to trouble or problematize political, professional and policy rhetoric and discourses in which inclusive practices are assumed to be established. The book is of interest to researchers and students interested in intersectionality in inclusive and special education.
