| Description |
1 online resource (x, 171 pages) |
| Contents |
Contributors; Acknowledgements; Introduction; PART ONE: THE VOICE OF THE LEARNER; 1 Inclusion Versus Neo-liberalism: Empowering the 'Other'; 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; 2 Listening to the Voice of the Child in Education; Constructs of child as learner; So what is child?; Children's rights; Initiatives to promote children's participation in education; Conclusion; Author's note |
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PART TWO: CRITICAL AND ALTERNATIVE PERSPECTIVES ON PARTICIPATION AND INCLUSION3 Education and After-education: Exploring Learning as a Relational Process; 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; 4 Including Deaf Culture: Deaf Young People and Participation; Experiences of exclusion; Inclusion in whose culture?; Specialist provision or inclusion? |
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Conclusion: learning with and from Deaf CultureAuthor's note; 5 Freedom, Inclusion and Education; Interpretations of freedom; Education and political liberation; Experimental and alternative education; Mainstream education: freedom through philosophical dialogue; Freedom to think; Conclusion; Author's note; 6 Wellbeing and Education; The idea of wellbeing; What is wellbeing education?; Why wellbeing education now?; Problematizing wellbeing education; Critical voices; Contemporary developments in wellbeing; Conclusion; Author's note |
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7 Where should Pupils who Experience Social, Emotional and Behavioural Difficulties (SEBD) be Educated?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; 8 Informal Learning Outdoors; The nature of informal learning; Participation in informal learning outdoors: benefits and learner outcomes |
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Current debates about challenge and risk in the outdoors and how this might affect participationA pedagogy for outdoor learning?; Author's note; 9 'E's of Access: e-Learning and Widening Participation in Education; 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; 10 Widening Participation in Adult Education; The Parents as Educators Programme |
| Summary |
Perspectives on Participation and Inclusion draws on the research and scholarship of academics working in the field of Education Studies. The writers are concerned with enduring yet contemporary themes: making education engaging and vital for both learners and educators, and achieving wider participation and more effective and meaningful inclusion for all. - The book draws on philosophical ideas and educational theories, practical examples and case studies in a wide variety of educational settings and styles. - Through the medium of brief ''edu-autobiography'', each chapter is situated in |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Inclusive education -- Great Britain
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Mainstreaming in education -- Great Britain
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EDUCATION -- Inclusive Education.
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Inclusive education
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Mainstreaming in education
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Aufsatzsammlung
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Integrativer Unterricht
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Great Britain
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Großbritannien
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Gro€britannien.
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| Form |
Electronic book
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| Author |
Gibson, Suanne
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Haynes, Joanna, 1953-
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| ISBN |
9781441190161 |
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1441190163 |
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1282876708 |
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9781282876705 |
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