Inclusive education is a right, right? / / edited by Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker.
"Overarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994...
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| Superior document: | Studies in Inclusive Education ; Volume 47 |
|---|---|
| TeilnehmendeR: | |
| Place / Publishing House: | Leiden ;, Boston : : Brill Sense,, [2021] ©2021 |
| Year of Publication: | 2021 |
| Language: | English |
| Series: | Studies in inclusive education (Sense Publishers) ;
Volume 47. |
| Physical Description: | 1 online resource. |
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| 245 | 0 | 0 | |a Inclusive education is a right, right? / |c edited by Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker. |
| 264 | 1 | |a Leiden ; |a Boston : |b Brill Sense, |c [2021] | |
| 264 | 4 | |c ©2021 | |
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| 490 | 1 | |a Studies in Inclusive Education ; |v Volume 47 | |
| 520 | |a "Overarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin - true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O'Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas"-- |c Provided by publisher. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |t Copyright page -- |t Figures and Tables -- |t Notes on Contributors -- |t Chapter 1 More Than Human Rights / |r Matthew Krehl Edward Thomas, Leechin Heng, and Peter Walker -- |t Chapter 2 A Posthumanist Critique of Human Rights / |r Michalinos Zembylas -- |t Chapter 3 Online Open Education and Social Justice / |r Sarah Lambert -- |t Chapter 4 Risks in Time / |r Ben Whitburn and Matthew Krehl Edward Thomas -- |t Chapter 5 Youth Justice, Educational Exclusion and Moral Panic / |r Philippa Moylan, Julie White, Tim Corcoran, Kitty te Riele, and Alison Baker -- |t Chapter 6 Herding Cats / |r Jennie Duke and Andrew Riordan -- |t Chapter 7 An Exploration of One Initial Teacher Education (ITE) Programs Attempt to Transform How Inclusion Is Understood and Practiced / |r Leechin Heng -- |t Chapter 8 Phenomenological Learning in the Northern Territory / |r Scott Welsh and Mia Nosrat -- |t Chapter 9 Old Ideas, New Withdrawal Rooms / |r Peter Walker -- |t Chapter 10 Encountering Diversity / |r Jo Raphael, Joanne OMara, Ben Whitburn, Edwin Creely, Kate Anderson, and Julianne Moss -- |t Chapter 11 Opportunities for Inclusive Practice / |r Bethany M. Rice -- |t Chapter 12 We Appreciate the Efforts, But Is This Enough? / |r Amathullah Shakeeb, Ben Whitburn, and Anna Kilderry -- |t Chapter 13 Reading Rights / |r Bec Marland -- |t Chapter 14 Relational Power and Communication / |r Peng-Sim Eng, Tim Corcoran, and Ben Whitburn -- |t Chapter 15 Artificial Intelligence, Neoliberalism and Human Rights / |r Matthew Krehl Edward Thomas, Leechin Heng, and Peter Walker -- |t Chapter 16 After Words? / |r Roger Slee -- |t Index. |
| 588 | |a Description based on print version record. | ||
| 650 | 0 | |a Inclusive education. | |
| 650 | 0 | |a Educational equalization. | |
| 650 | 0 | |a Education and state. | |
| 776 | |z 90-04-42064-9 | ||
| 700 | 1 | |a Thomas, Matthew Krehl Edward, |e editor. | |
| 700 | 1 | |a Heng, Leechin, |e editor. | |
| 700 | 1 | |a Walker, Peter, |e editor. | |
| 797 | 2 | |a ebrary | |
| 830 | 0 | |a Studies in inclusive education (Sense Publishers) ; |v Volume 47. | |
| 906 | |a BOOK | ||
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