Description:

There have been shifts in how childhood is conceptualized and how differences between people are understood. These are evident in three recent developments: inclusive education, children’s participation and inclusive research. Part I of this book introduces these three themes and argues that there are connections between them. Part II of the book provides an overview of each of the themes. It is contested that children’s perspectives are important in the development of inclusive education, and that this has implications for the forms of research undertaken.Part III of the book applies these ideas to the placement and engagement of learners, to the curriculum and to learners’ sense of belonging. A synoptic chapter encourages the reader to reflect on recurrent themes that appear in the first six chapters. The final chapter draws conclusions about the substance of the book and invites readers to reflect on developments in their own academic literacy.The approach is informed by (and illustrates) international research. Predominantly, the examples are of inclusive/participatory research. Therefore whilst in some of the examples children are data providers, other examples illustrate children’s involvement as co-designers, co-researchers, co-analysts and co-disseminators of research.The book argues that accessing and responding to children’s perspectives is in itself an expression of inclusion, but that they need to be viewed in the context of the perspectives of other stakeholders. It contends that children’s involvement in research is an educational experience in its own right; a preparation for active citizenship in an inclusive society.

Rethinking Children and Inclusive Education: New Childhoods series PDF

277 Pages·2016·2.273 MB·English

by Sue Pearson

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Preview Rethinking Children and Inclusive Education: New Childhoods series

Description:

There have been shifts in how childhood is conceptualized and how differences between people are understood. These are evident in three recent developments: inclusive education, children’s participation and inclusive research. Part I of this book introduces these three themes and argues that there are connections between them. Part II of the book provides an overview of each of the themes. It is contested that children’s perspectives are important in the development of inclusive education, and that this has implications for the forms of research undertaken.Part III of the book applies these ideas to the placement and engagement of learners, to the curriculum and to learners’ sense of belonging. A synoptic chapter encourages the reader to reflect on recurrent themes that appear in the first six chapters. The final chapter draws conclusions about the substance of the book and invites readers to reflect on developments in their own academic literacy.The approach is informed by (and illustrates) international research. Predominantly, the examples are of inclusive/participatory research. Therefore whilst in some of the examples children are data providers, other examples illustrate children’s involvement as co-designers, co-researchers, co-analysts and co-disseminators of research.The book argues that accessing and responding to children’s perspectives is in itself an expression of inclusion, but that they need to be viewed in the context of the perspectives of other stakeholders. It contends that children’s involvement in research is an educational experience in its own right; a preparation for active citizenship in an inclusive society.

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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.