The 16 chapters in this book offer a cultural and relational approach to inclusion and culturally responsive pedagogy and how this approach to student differences and diversity might create socially just and inclusive classrooms, promoting a sense of becoming and belonging. They draw on Kaupapa Maori theory and Freirean philosophy, using critical pedagogy as a context for understanding one's rights for self-determination and becoming and considering how marginalized or excluded individuals or groups might establish a place in society. They discuss how the changing experiences, policies, and systems of various countries can support contexts for becoming and belonging, with discussion of working with students with hearing impairments and teaching Muslim students, and research contexts for culturally responsive practices for inclusion, with discussion of special education in New Zealand, the maintenance of the language and cultures of Latin American families in the US, the incorporation of indigenous knowledge into nursing education and clinical practice in Canada, working with young people with autism, and adolescents with significant disabilities. Contributors are education researchers from New Zealand, the US, and Canada. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
