1st Edition
Global Directions in Inclusive Education Conceptualizations, Practices, and Methodologies for the 21st Century
Global Directions in Inclusive Education pushes the conceptual boundaries of ‘inclusive education’ and explores new ways to research and envision inclusion and diversity in education for all children. This pioneering book problematizes ‘inclusive education’ as a global currency, as another form of deficit-thinking, and as a universal application.
The expert team of international contributors argue that much of the field of inclusive education needs a reinvigoration of new ideas, critical introspection, and ways of knowing that can overcome the well-worn deficit paths of inclusive education study, namely: ‘barriers’ to inclusion, teacher attitudes, policy-practice gaps, lack of resources, and lack of teacher training. Seeking diverse ways forward that represent new visions and innovations from around the world, this text features voices and ideas from both early career and established scholars, to enliven debate and promote a more positive and productive dialogue.
Global Directions in Inclusive Education is ideal for students, researchers, and scholars of inclusive education; development practitioners seeking new ideas; and practitioners seeking to gain a deeper and more global understanding of inclusive education both in theory and in practice.
Table of Contents
- Innovative and global directions for inclusive education in the 21st century - Matthew J. Schuelka and Suzanne Carrington
- International perspectives on inclusive education in rural contexts: Finding (un)common ground - Julie Dillon-Wallace
- Beginning with language: Inclusive education strategies with sign languages in Rwanda, Singapore, United States, and Việt Nam - Audrey Cooper, Sonia Holzman, Maegan Shanks, and Phoebe Tay
- Affects and materiality in Santiago de Chile’s schools: The importance of relationality in the co-enactment of inclusion - Rosario Palacios
- Conceptualising inclusion within Indonesian contexts - Nur Azizah, Elga Andriana, and David Evans
- Is inclusive education enough for Australian Aboriginal students? Making the case for belonging education to disrupt the normalised agenda of assimilation - Sheelagh Daniels-Mayes, Gary Fry, and Karen Sinclair
- Visibly rewarding learners for academic achievement: The guise of excellence - Shakira Akabor
- Diagnosis, integration, and inclusion: The experiences of schools and families in Cambodian policy and practice - Anne E. Crylen
- Talking about self: Exploring the potential of teacher’s talk in professional learning communities for inclusive pedagogy - Wacango Kimani
- Localizing a universal claim: Applying universal design strategies to support inclusion in Armenia - Armenuhi Avagyan, Christopher Johnstone, Ofelia Asatryan, Lilia Khachatryan, and Aleksandr Shagafyan
- Critical reflexivity as a pedagogy for inclusivity in teacher education - Levan Lim and Thana Thaver
- Re-turning insights on belonging: An international collaboration between Flanders and New Zealand - Hanne Vandenbussche, Elisabeth De Schauwer, Evelyn Christina, Missy Morton, and Geert Van Hove
- Being seen and heard: Using Photovoice methodology in inclusive education research - Alisha M.B. Braun
- Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment - Silvia Romero-Conteras, Ismael Garcia-Cedillo, and Gabriela Silva-Maceda
- Into the mesa: A case study of Jordanian inclusion policy - Sarah K. Benson
- Becoming an activist: A story of parental advocacy for inclusive education - Glenys Mann and the Queensland Collective for Inclusive Education
- Exploring the congruence between Bhutanese teachers’ views about inclusion, Gross National Happiness, and Buddhism - Dawa Dukpa, Suzanne Carrington, Sofia Mavropoulou, and Matthew J. Schuelka
Part I: Conceptual Innovation
Part II: Pragmatic Innovation
Part III: Methodological Innovation
Biography
Matthew J. Schuelka is a researcher at the Institute on Community Integration and lecturer in the College of Education and Human Development at the University of Minnesota, USA. He is also the founder and CEO of Fora Education.
Suzanne Carrington is a Professor in The Centre for Inclusive Education (C4IE) and a member of the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Australia.
‘Inclusive education, in my opinion, is in an intellectual rut, with little new that pushes the field forward. A book like this has the potential to shift the conversation in significant ways and to introduce novel ideas into the field. The international reach of the book is good, offering perspectives from the Global North and South. This is an ambitious volume and the editors correctly identify the need for new voices and fresh perspectives in inclusive education. The distinctive features include the international reach of the book, the inclusion of perspectives of emerging and established scholars in the field, topics that expands the purview of inclusive education, and engaging with wider issues of equity. This book could be a key marker in the development of inclusive education internationally, and could contribute to much needed shifts in focus and approach.’
Elizabeth Walton, University of Nottingham, UK
‘The proliferation of UN policies and documents has impacted nations far and wide, and inclusion itself has taken on a wide variety of meanings depending on the location. Scholars are now very engaged in this kind of international investigation. This book fits squarely within this growing area of interest. I can see this as a primary text in courses on inclusive education policy and practice. I also think it will be a primary text in courses on international or comparative education. What impresses me most is the breadth. This volume extends to virtually all corners of the world.’
Scot Danforth, Chapman University, USA
‘The book puts forward a truly inclusive idea of inclusive education that does not equate the field with special education. It includes chapters examining the relationship of language policy to education, the cultural rights of indigenous people, and others who are likely to face barriers or feel invisible in education systems. The major strength of this volume is the way that it builds a conversation between different parts of the education field, bringing together academic researchers and professionals who advocate and implement policy in education. It is also one of the few books where scholars who have advocated for inclusive education are engaging in reflection to problematize the practical interpretation of inclusion as another form of deficit thinking.’
Kate Lapham, Education Program, Open Society Foundations
