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 the…mehr
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 the context of the author's life as an educator, appealing to readers to consider ways in which the ideas and examples discussed could be pertinent to their own life or work in education. - Includes sections on voice and empowerment, critical and alternative perspectives on inclusion in education, and practical approaches to widening participation. - Authors discuss ideas such as 'otherness' and 'voice', freedom, belonging and well-being in education and the relational nature of learning. Perspectives on Participation and Inclusion is a key text for Education Studies students. In addressing fundamental questions in education, the audience will encompass school practitioners, student teachers and lecturers in further and higher education. This book will also be of interest to students and professionals in fields such as childhood studies and youth and community studies.
Suanne Gibson is Senior Lecturer and Programme Leader for Education Studies at the University of Plymouth, UK, where she also co-ordinates the Inclusion and Social Justice Research Network. Joanna Haynes is Senior Lecturer in Education Studies at the University of Plymouth, UK. She taught in nursery and primary schools in Glasgow and Bristol and has also worked in teacher education and continuing professional development.
Inhaltsangabe
Acknowledgements Introduction Part One: The Voice of the Learner Chapter 1: Inclusion versus neo-liberalism: Empowering the 'Other' Suanne Gibson 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 Chapter 2: Listening to the voice of the child in education Joanna Haynes Constructs of child as learner So what is a child? Children's rights Initiatives to promote children's participation in education Conclusion Author's note Part Two: Critical and Alternative Perspectives on Participation and Inclusion Chapter 3: Education and after-education: Exploring learning as a relational process Tony Brown 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 Chapter 4: Including Deaf Culture: Deaf young people and participation Hannah Smith Experiences of Exclusion Inclusion in Whose Culture? Specialist Provision or Inclusion? Conclusion: Learning with and from Deaf Culture Author's Note Chapter 5: Freedom, Inclusion and Education Joanna Haynes Interpretations of freedom Education and political liberation Experimental and alternative education Mainstream education: freedom through philosophical dialogue Freedom to think Conclusion Author's note Chapter 6: Wellbeing and Education Alan Hutchison The idea of Wellbeing What is Wellbeing Education? Why Wellbeing Education Now? Problematising Wellbeing Education Critical voices Contemporary developments in Wellbeing Conclusion Author's note Chapter 7: Where should pupils who experience Social, Emotional and Behavioural Difficulties (SEBD) be educated? Helen Knowler 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 Chapter 8: Informal learning outdoors Tony Rea The nature of informal learning Participation in informal learning outdoors: benefits and learner outcomes Current debates about challenge and risk in the outdoors and how this might affect participation A pedagogy for outdoor learning? Author's Note Chapter 9: E's of access: e-Learning and widening participation in Education Steve Wheeler 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 Chapter 10: Widening Participation in Adult Education Roger Cutting The Parents as Educators Programme Getting Going The Course Design Recruitment Unlocking the door The 'R' word - Retention issues Maintaining retention The End Evaluating a programme Conclusions Author's note
Acknowledgements Introduction Part One: The Voice of the Learner Chapter 1: Inclusion versus neo-liberalism: Empowering the 'Other' Suanne Gibson 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 Chapter 2: Listening to the voice of the child in education Joanna Haynes Constructs of child as learner So what is a child? Children's rights Initiatives to promote children's participation in education Conclusion Author's note Part Two: Critical and Alternative Perspectives on Participation and Inclusion Chapter 3: Education and after-education: Exploring learning as a relational process Tony Brown 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 Chapter 4: Including Deaf Culture: Deaf young people and participation Hannah Smith Experiences of Exclusion Inclusion in Whose Culture? Specialist Provision or Inclusion? Conclusion: Learning with and from Deaf Culture Author's Note Chapter 5: Freedom, Inclusion and Education Joanna Haynes Interpretations of freedom Education and political liberation Experimental and alternative education Mainstream education: freedom through philosophical dialogue Freedom to think Conclusion Author's note Chapter 6: Wellbeing and Education Alan Hutchison The idea of Wellbeing What is Wellbeing Education? Why Wellbeing Education Now? Problematising Wellbeing Education Critical voices Contemporary developments in Wellbeing Conclusion Author's note Chapter 7: Where should pupils who experience Social, Emotional and Behavioural Difficulties (SEBD) be educated? Helen Knowler 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 Chapter 8: Informal learning outdoors Tony Rea The nature of informal learning Participation in informal learning outdoors: benefits and learner outcomes Current debates about challenge and risk in the outdoors and how this might affect participation A pedagogy for outdoor learning? Author's Note Chapter 9: E's of access: e-Learning and widening participation in Education Steve Wheeler 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 Chapter 10: Widening Participation in Adult Education Roger Cutting The Parents as Educators Programme Getting Going The Course Design Recruitment Unlocking the door The 'R' word - Retention issues Maintaining retention The End Evaluating a programme Conclusions Author's note
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
