This volume offers a critical orientation to inclusive education by centering the learnings that emerge from regional struggles in the world to actualize global ideals and commitments. Grounded in assumptions that challenge medicalized notions of disability and difference, the inquiries within this book register a range of theoretical frameworks. Such frames compel us to both interrogate the foundational premises within global discourses of inclusion and to inquire into the complexities wrought by entrenched systems of schooling. Collectively, they articulate the inseparability of inclusive education from historical processes that include conditions in post-colonial/post-war contexts as well as developed regions. The book therefore acknowledges and values the fluidity of inclusive processes that cannot be neatly pre-defined. This conscious awareness of the contingent nature of inclusive practice suggests new modes of coming to know inclusion for the authors in this book. Their chapters explore methodological practices that can re-direct inquiries to hold such complexity while retaining commitments to inclusion.
Foreword; Justin J. W. Powell
Chapter
1. Theories, Contexts, Practices : Traveling Alongside the
Possibilities of Inclusion; Srikala Naraian and Bettina Amrhein
Part
1. Understanding Inclusion Via Struggles Around the World
Chapter
2. A World Exposed: The Plaintive Plea for Inclusion; Roger Slee
Chapter
3. Historical and International-Comparative Perspectives on Special
Needs Assessment Procedures Current Findings and Potentials for Future
Research; Till Neuhaus and Michaela Vogt
Chapter
4. Genealogical Critique of Institutionalising Inclusive Education
in Indonesia; Johannes Tschapka and Tri Nawangsari
Chapter
5. Disability Studies, Disability Arts and Students Perspectives:
New Critical Tools for Inclusive Education; Julie Allan
Part II. Critical Interrogation of Inclusive Practices in Local Contexts
Chapter
6. Incessant Agitations: Inclusive Education and the Politics of
Disposability; Tamara Handy
Chapter
7. Inclusion and Exclusion in Local governance: A Post-Development
and Spatial Perspective on a Field Study from Benin; Eva Bulgrin
Chapter
8. The Struggle for the Power of Interpretation of Inclusive
Education in Germany-Multi-Level Theoretical Considerations; Bettina Amrhein
Chapter
9. Stifled or Loosened Course of Inclusive Education in Rwanda:
Interrogating Policy and Practice in Africa; Evariste Karangwa
Part III. Methodological / Epistemological Commitments in Analyzing Inclusive
Education Processes and Practice
Chapter
10. Establishing and Maintaining Participatory Elements in
Transnational and Cultural Research Collaboration on Inclusive Education;
Michelle Proyer
Chapter
11. The Notion of Contexts in International Research on Inclusive
Teaching Practices: Perspectives Derived from Reconstructive Research
Approaches; Simon Reisenbauer and Eva Kleinlein
Chapter
12. Reconstructive Approaches in Inclusive Education: Methodological
Challenges of Normativity and Reification in International Inclusion
Research; Benjamin Badstieber, Julia Gasterstädt, and Andreas Köpfer
Chapter
13. Stimulating Methodological Innovations in Researching Inclusion:
Posthumanism and Disability; Srikala Naraian
Part IV. Conclusion
Chapter
14. Staying Mindful, Moving with (Un)certainty; Bettina Amrhein and
Srikala Naraian
Bettina Amrhein is a professor at University Duisburg-Essen (Germany) in the field of inclusion in an international context with a special focus on difficult learning and developmental conditions. Her research focuses on inclusive schooling, social-emotional learning of students and professionals, conflict management, and restorative practice approaches in schools. Recent research also addresses mindfulness in education. Prior to her doctoral studies, Ms. Amrhein was a teacher at inclusive elementary and secondary schools and thus has extensive knowledge of academic theory and school practice.
Srikala Naraian is Professor at Teachers College, Columbia University. She is a faculty member in the Preservice Inclusive Elementary Education Program within the department of Curriculum and Teaching.
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