Commentary on Part 1: Messing with Inclusive Education

Tim Corcoran; Ben Whitburn

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Chapter 5 Commentary on Part 1

Messing with Inclusive Education

In: Moving towards Inclusive Education

Authors:

Tim Corcoran

Tim Corcoran
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Ben Whitburn

Ben Whitburn
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Type:: Chapter

Pages:: 68–77

DOI:: https://doi.org/10.1163/9789004432789_005

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Abstract

This chapter attends to the messy work of conceptualising inclusive education in three main ways: through the lament of ineffective implementation of inclusive policy; rights-based discourse; and through the presence of paradoxes. We consider work from New Zealand (Chapter 2 by Carol Hamilton), Poland (Chapter 3 by Eugeiusz Świtała) and The Netherlands (Chapter 4 by Wiel Veugelers and Yvonne Leeman). Core to our argument is that the theoretical resources used to conceptualise inclusive education frequently set in place parameters that perpetuate segregation. To this end we advance tussling with anomalies – exploring how paradoxes present in the everyday orientate our commitment to relationalities.

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Moving towards Inclusive Education

Diverse National Engagements with Paradoxes of Policy and Practice

Series: Studies in Inclusive Education, Volume: 46

Cover Moving towards Inclusive Education

E-Book ISBN:: 9789004432789

Publisher:: Brill

Print Publication Date:: 18 May 2020

Subjects
- Education

Front Matter

Preface

Notes on Contributors

Chapter 1 Introduction

Part 1 National Settings for Implementation of UN Policies

Chapter 2 Children with Disabilities in New Zealand Schools

Chapter 3 Inclusive Education in Poland

Chapter 4 Pedagogical Possibilities in Culturally Diverse Educational Contexts

Chapter 5 Commentary on Part 1

Part 2 Juggling Inclusive Education with Cultural Complexities

Chapter 6 Khot Ail as an Inclusive Education Approach in a Mongolian School

Chapter 7 Exploring Inclusive Practices in School through Character and Moral Education in Taiwan

Chapter 8 Evidence of Effectiveness of a Brazilian Inclusive Practices Programme in Early Identification of Autism Spectrum Disorder

Chapter 9 Commentary on Part 2

Part 3 Indigenous Culture and Language as Crucial Aspects of Difference in an Inclusive Society

Chapter 10 Creating Culturally Inclusive Contexts for Engagement and Learning

Chapter 11 Inclusive Practices in Bangladesh

Chapter 12 Commentary on Part 3

Part 4 Getting Down to It

Chapter 13 Beyond Inclusion/Exclusion in Teaching about Difference

Chapter 14 Developing Inclusive Practices in the Classroom

Chapter 15 Commentary on Part 4

Chapter 16 Afterword

Back Matter

Index

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Chapter 5 Commentary on Part 1

Messing with Inclusive Education

Abstract

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Moving towards Inclusive Education

Diverse National Engagements with Paradoxes of Policy and Practice

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