Spaced Out: Policy, Difference and the Challenge of Inclusive Education

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April 2003



This work contributes to teachers' and academic researchers' understanding of the varied and complex ways inclusion and exclusion can be understood. It provides a lucid, coherent analysis into the nature of categorization, labeling and discursive practices within official discourse and procedures as well as the positional relationships between space, place and identities in relation to the experience of marginalized people including disabled pupils and young people.


Series Editors' Foreword. Acknowledgements.
1: Researching the Practices and Processes of Policy Making. Introduction. Inclusion: principles, discourses and practices. Background to the study. Policy, space and study. The structure of the book.
2: Space, Place and Policy Making: Developing a Theoretical Framework. Introduction. Space, discourse and values. Mobility, space and social practice. Placing and spacing the other. Conclusion.
3: Process, Practice and Emotion: Researching Policy and Space within a Cross-cultural Framework. Introduction. Background to the enquiry. Research practices in different national contexts. The research notebooks. Multiple methodologies and policy research. Overview of methodology. Finding a cross-cultural perspective. Discourse, the researcher and the field. Issues and dilemmas. Conclusion.
4: The History of Special Education: Humanitarian Rationality or Wild Profusion of Entangled Events? Introduction. Writing history. Education and the workhouse. Traditional history and effective history. History, education and disability in England and France. A critique of traditional history. Identity creation and the power of labelling. Conclusion.
5: Space, Place and Exclusion: Constructing Alternative Histories. The space of social reproduction. Place, identity and power. Conclusion.
6: Four Settings: Dividing Spaces. Introduction. The English research setting. France. Conclusion.
7: Discourse, Power and Policy Making: Uncovering the Politics of Social Practice in England. Introduction. Policy as discourse. The challenge of analysis. Freelands: naming and placing from the inside. Naming and placing: the struggle for space. Conclusion.
8: Landscapes of Naming and Placing:Structures and Practices of Selection and Sorting in France. Introduction. Interpreting the foreign. Structures and procedures: making comparisons. Management and control of specialist provision. The role of professional as brokers in processes and procedures of exclusion and inclusion. The Commissions and special education. The practices of removal. Specialized structures inside the education system. Integration as exclusion. Patient or pupil? The Institut Médico-Professionnel. Conclusion.
9: Conclusion: Space, Place and the Production of the Other. Introduction. Theories of space and place. No conclusion.
References. Index.


From the reviews: "Felicity Armstrong ... provides, in her book, an interesting review of several issues that must be considered when talking about inclusion, such as policy and the construction and placing of the disabled child as 'other', in case of special schools. ... would be a valuable addition to the library of anyone involved in education, from trainee teachers to academics in the field." (Alessandra Iantaffi, Teachers and Teaching, Vol. 10 (6), 2004)
EAN: 9781402012617
ISBN: 1402012616
Untertitel: 'Inclusive Education: Cross Cul'. 2003. Auflage. Sprache: Englisch.
Erscheinungsdatum: April 2003
Seitenanzahl: 193 Seiten
Format: gebunden
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