1st Edition
Imagination for Inclusion Diverse contexts of educational practice
Contents
List of figures & tables
Acknowledgments
Contributors
Editor’s preface
Chapter 1: Introduction: Reimagining imagination
Part 1. Fantasy
Why is it so? An introduction to fantasy
Chapter 2: Playful pedagogies: Promoting active learning through play and imagination in the early years of school
Susan Irvine
Chapter 3: Petting zoos and little dark spaces: Fantasy to inform school design
Derek Bland
Chapter 4: Letters of gratitude: A pedagogy of hope for teachers of young people with disabilities.
Jennie Duke & ‘Fitz’
Part 2. Creative imagination
Up the creek without a metaphor: An introduction to creative imagination
Chapter 5: ‘Just use your imagination’: A teacher educator’s explorations of assessment
Gill Rutherford, with Lucy Collins-McKenzie, Alex McLeod, Courtney Ross, & Aisha Williams
Chapter 6: Creativity for engagement and inclusion
Carly Lassig
Chapter 7: Imagining ourselves as 21st century learners: Making space to learn
Jill Willis
Part 3. Critical imagination
"And keep your eyes wide": An introduction to critical imagination
Chapter 8: The power of creative, critical and empathetic imagination to shape transformative opportunities in the teaching of literacy
Vicky Duckworth
Chapter 9: Re-imagining Indigenous education through flexi-schooling
Marnee Shay
Chapter 10: Feeling futures: The embodied imagination and intensive time
Anna Hickey-Moody, Valerie Harwood, & Samantha McMahon
Part 4. Empathic imagination
Crossing the empty spaces: An introduction to empathic imagination
Chapter 11: Ethical imagination and the inclusive education agenda: The case of low-income countries
Bill Atweh & Mellony Graven
Chapter 12: Imagination for Inclusion : Shared understandings across diverse contexts of educational practice
Donna Tangen & Louise Mercer
Chapter 13: From stone to stone across the unknown sea
John J. Cimino, Jr.
Afterword: The challenge of imagination for inclusion
Index
Biography
Derek Bland is a senior lecturer at Queensland University of Technology (QUT), Brisbane, Australia. Following a varied employment history that included driving instruction and attempting to sell things, Derek qualified as a graphic designer. He then gained a teaching qualification and taught visual art before becoming a regional coordinator with the Disadvantaged Schools Program in a large rural region of Victoria. He joined QUT in 1991 to establish a special entry and student support initiative to assist people from socio-economically disadvantaged backgrounds. His research focuses on inclusive education, particularly the intersection of low socio-economic status and education, and the ways in which imagination can engage marginalised and reluctant young people with formal education.
