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.
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.
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.
| About the Editors |
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xi | |
| About the Contributors |
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xiii | |
| Series Introduction |
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xvii | |
| Foreword |
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xxi | |
| Acknowledgments |
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xxv | |
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Theories, Contexts, Practices: Traveling Alongside the Possibilities of `Inclusion' |
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1 | (20) |
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PART I UNDERSTANDING INCLUSION VIA STRUGGLES AROUND THE WORLD |
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A World Exposed: A Plaintive Plea for Inclusion |
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21 | (14) |
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Historical and International-Comparative Perspectives on Special Needs Assessment Procedures -- Current Findings and Potentials for Future Research |
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35 | (14) |
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Genealogical Critique of Institutionalising `Inclusive Education' in Indonesia |
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49 | (14) |
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Disability Studies, Disability Arts and Students' Perspectives: New Critical Tools for Inclusive Education |
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63 | (14) |
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PART II CRITICAL INTERROGATION OF INCLUSIVE PRACTICES IN LOCAL CONTEXTS |
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Incessant Agitations: Inclusive Education and the Politics of Disposability |
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77 | (16) |
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Inclusion and Exclusion in Local Governance: A Post-Development and Spatial Perspective on a Field Study from Benin |
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93 | (16) |
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The Struggle for the Power of Interpretation of Inclusive Education in Germany - Multi-Level Theoretical Considerations |
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109 | (18) |
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Stifled or Loosened Course of Inclusive Education in Rwanda: Interrogating Policy and Practice in Africa |
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127 | (18) |
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PART III METHODOLOGICAL/EPISTEMOLOGICAL COMMITMENTS IN ANALYZING INCLUSIVE EDUCATION PROCESSES AND PRACTICE |
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Establishing and Maintaining Participatory Elements in Transnational and Cultural Research Collaboration on Inclusive Education |
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145 | (12) |
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The Notion of Context in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches |
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157 | (14) |
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Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research |
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171 | (16) |
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Stimulating Methodological Innovations in Researching Inclusion: Posthumanism and Disability |
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187 | (16) |
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Staying Mindful, Moving With (Un)certainty |
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203 | (6) |
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| Index |
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209 | |
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.
