Efnisyfirlit

• TABLE OF CONTENTS
• PART 1: PROVOCATIONS
• 1. MAKING SENSE OF EVERYDAY PRACTICE: By Whom, for Whom, for What?
• CONSIDERING ROLES
• THEMATIC CATEGORISATION
• STRUCTURE AND READING OF THE BOOK
• Provocations
• Pushing Boundaries
• Diverse Voices
• Reflections
• REFERENCES
• 2. UNDERSTANDING INCLUSIVE PEDAGOGY: Learning with and from Teachers
• CONTEXTS
• Marketisation of Education
• Responding to Diversity in Classrooms and Schools
• Teachers’ Experiences of Inclusive Education
• Contribution of Research to Inclusive Education
• THEORETICAL PERSPECTIVES
• The Complex Notion of Educational Inclusion
• The Problem with ‘Additional Needs’
• Teachers’ Craft Knowledge
• RESEARCHING INCLUSIVE PEDAGOGY
• KEY FINDINGS AND IMPLICATIONS FOR TEACHERS’ PRACTICE
• 1. Shifting the Focus Away from Differences among Learners to the Learning of All Children
• 2. Rejecting Deterministic Beliefs about Ability as Fixed and the Idea That Presence of Some Holds B
• 3. Seeing Difficulties in Learning as Challenges for Teachers, (Not Deficits in Learners), Encouragi
• REFLECTING ON THE STUDY: LEARNING WITH AND FROM THE TEACHERS
• Helen’s Use of the Strategy ‘Work Choice’
• Kate’s Use of the Strategy ‘Peer Group Collaboration’
• Final Thoughts
• REFERENCES
• PART 2: PUSHING BOUNDARIES
• 3. INCLUSIVE EDUCATION, SUBJECTIVITIES AND THE POSTS
• INTRODUCTION
• THE POSTS AND THE THIRD WAVE OF DSE
• “Un”stabilising Categories
• RESEARCH PROJECTS IN THE THIRD WAVE
• Included Subjectivities
• Posthuman Literacies
• Inclusive Multi-Aged Schooling: The Video
• DISCUSSION
• CONCLUSION
• REFERENCES
• 4. APPROACHING PLAY AND INCLUSION
• INTRODUCTION
• PLAY-BASED LEARNING
• INAPPROPRIATE PLAY
• PLAY IN EDUCATIONAL SETTINGS
• CREATING AN ASSESSMENT CULTURE
• A POTENTIAL WAY FORWARD
• CONCLUSION
• REFERENCES
• 5. THE MEENA COMMUNICATIVE INITIATIVE IN BANGLADESH: From Gender to Disability
• INTRODUCTION
• THE STORY OF MEENA IN BANGLADESH: WHAT AND WHO IS MEENA?
• MEENA AND SOCIAL CHANGE
• UNDERSTANDING MEENA: KEY EPISODES
• HOW SUCCESSFUL HAS THE INITIATIVE BEEN?
• TRANSFERRING MEENA
• BANGLADESH: INTERNATIONAL COVENANTS AND NATIONAL POLICY DIRECTIONS FOR INCLUSIVE EDUCATION
• THE FUTURE?
• CONCLUSION
• REFERENCES
• 6. ON THE EDGE?: Counter-Practice in Flexible Learning Programs
• INTRODUCTION
• ALTERNATIVE EDUCATION PROVISION FOR MARGINALISED YOUNG PEOPLE
• Flexible Learning Programs
• Alternative Education in Inclusive Education Discourse
• CONCEPTUALISING COUNTER-PRACTICE
• RESEARCH CONTEXT
• RE-WORKING IDENTITIES
• We Are Not Our Problems
• Mirroring the Positive through Unique Outcomes
• Thickening the Plot
• Engaging in Praxis and the Implications for Young People
• NAVIGATING CONFLICT
• A Shift in Power
• Working the Boundaries
• Going Over the Edge
• CONCLUDING REMARKS
• REFERENCES
• 7. INCLUDING STUDENTS FROM REFUGEE BACKGROUNDS IN AUSTRALIAN SCHOOLS
• INTRODUCTION
• GLOBAL PERSPECTIVE: THE REFUGEE CRISIS
• The Australian Context
• IDENTITY AND REFUGEE STUDENTS IN AUSTRALIA
• INCLUSIVE EDUCATION
• CONCLUSION
• REFERENCES
• 8. ALICE IN WONDERLAND: Opening the Doors to Inclusive Practices of Teaching and Learning for All St
• INTRODUCTION
• CONTEXT
• A TRANSFORMATIVE JOURNEY OF SELF-DISCOVERY
• KEY THEMES
• Cultural Dissonance
• Rules of Engagement
• Sense of Belonging
• A Supportive Environment
• Access and Success
• Linguistic Access
• Curriculum Knowledge
• ENGAGING PEDAGOGICAL PRACTICES
• Research and Inquiry
• Experiential Learning and Teaching
• Self-Identity and Self-Awareness
• CREATING ‘WONDERLAND
• CONCLUSION
• REFERENCES
• PART 3: DIVERSE VOICES
• 9. MENTORS AND MENTEES WORKING TOGETHER TO DEVELOP INSTITUTIONAL CAPITAL: The Equity Buddies Support
• INTRODUCTION
• THE EQUITY BUDDIES SUPPORT NETWORK
• THEORETICAL FRAMEWORKS SUPPORTING PRACTICE
• BUILDING AND UTILISING MENTORS’ SOCIAL AND CULTURAL CAPITAL
• Building and Sharing Institutional Capital
• Building and Sharing Linguistic Capital
• CHALLENGES FOR THE FUTURE
• CONCLUSION
• ACKNOWLEDGEMENTS
• NOTES
• REFERENCES
• 10. DYSLEXIA AND LEARNING: An Insider Account of Negotiating Barriers and AIDS in Secondary Educatio
• INTRODUCTION
• DEFINING DYSLEXIA, DISABILITY AND INCLUSION
• Catering for Students with Dyslexia in Inclusive Educational Settings
• Insider Accounts of Schooling for Students Diagnosed with Dyslexia
• Learning Strengths Associated with Dyslexia
• METHODOLOGY
• NARRATIVE AND DISCUSSION
• Alanna’s Narrative
• How Did the School or Others Support Learning?
• How Did the School or Others Inhibit Learning?
• How Did the Learner Ensure Her Learning?
• How Did the Learner Inhibit Her Learning?
• CONCLUSION
• REFERENCES
• 11. “YOU DON’T REALISE YOU DO THAT”: Teachers’ Reflections on Developing Inclusive Classroom
• BACKGROUND
• INCLUSIVE EDUCATION
• THE PARTICIPANTS AND PROCESS
• ‘DIPPING INTO THE DATA’
• Developing Positive Relationships and Social/Emotional Skills
• The Learning Environment
• Student Focused Approaches
• Sink or Swim
• Sharing the Load
• The Physical Environment
• EFFECTIVE TEACHING AND LEARNING
• CONCLUSION
• REFERENCES
• 12. “WHY I AM CHOSEN AS INCLUSION CHILD?”: Listening to Students’ Voice on School Experiences
• INTRODUCTION
• Student Voice, Inclusive Education, School Experiences: The Indonesian Context
• INCLUSION FOR SUSTAINABLE COMMUNITY
• ENGAGING STUDENT VOICE THROUGH VISUAL ART
• THE PROJECT
• ‘Inclusive School’: Understanding the School Contexts
• AUTHENTIC STUDENT VOICE: WHAT MATTERS TO THEM
• Labelling
• Play
• Studying
• Year retention
• Bullying
• Friendship
• Healthy Food
• DISCUSSION
• Conclusion and Future Direction
• NOTE
• REFERENCES
• 13. INFORMED VISUAL NARRATIVES FROM THE INSIDE: Students’ Viewpoints on Inclusionary Practice
• INTRODUCTION
• POLICY AND PRACTICE CONTEXT
• Policy Context
• Practice Context
• Inclusionary Principles
• Student Views on Disciplinary Systems
• Educational Context for Exclusion versus Inclusion
• The 2011 Research Context
• METHODOLOGICAL CONSIDERATIONS
• Cultural Historical Activity Theory
• Visual Narratives
• Student Voice
• Student Participants
• Methods
• Ethics
• THE RESULTS
• The Role of Power and Agency—The Rules and Division of Labour
• The Role of Community in Relation to the IR
• Visual Narratives of Learning and Behaviour
• DISCUSSION AND CONCLUSIONS
• NOTES
• REFERENCES
• 14. PARENTS’ LIVED EXPERIENCES OF TEACHERS’ CONSTRUCTION OF GIFTEDNESS: Is Meritocracy Part of t
• INTRODUCTION
• SOCIAL CONSTRUCTIONISM
• WHAT ARE SOCIAL CONSTRUCTIONS OF GIFTEDNESS?
• SOCIAL CONSTRUCTIONS OF GIFTEDNESS IN NEW ZEALAND EDUCATION CONTEXTS
• WHAT ARE SOCIAL CONSTRUCTIONS OF MERITOCRACY IN EDUCATION?
• HOW WAS THE DATA OF THE CURRENT STUDY OBTAINED?
• SOCIAL CONSTRUCTIONS OF GIFTEDNESS TOWARDS HIGH ACHIEVEMENT
• A CONSEQUENCE OF GIFTEDNESS AS A SOCIAL CONSTRUCTION – LABELLING
• Labelling as Gifted
• CONCLUSION
• REFERENCES
• PART 4: REFLECTIONS
• 15. INCLUSIVE EDUCATION: Two Steps Forward and One Step Back
• IN THE BEGINNING
• A NEW SPECIAL SCHOOL WAS OPENED IN A SMALL COUNTRY TOWN
• INSTITUTION AND SPECIAL SCHOOL
• SPECIAL SCHOOL IN LONDON, UK
• INTEGRATION IN QUEENSLAND
• TEACHER PREPARATION
• IMPLEMENTING GOVERNMENT POLICY ON INCLUSIVE EDUCATION
• PREPARING TEACHERS FOR INCLUSIVE EDUCATION
• REFERENCES
• 16. AFTERTHOUGHT NO LONGER
• AN ONTO-EPISTEMOLOGICAL TURN
• Pole Position
• Simultaneity & Cycles
• ANTICIPATING PRESENCE
• MAKING WAYS TO GO ON
• NOTES
• REFERENCES