Space, Education, and Inclusion : : Interdisciplinary Approaches / / edited by Georg Rißler, Andreas Köpfer, and Tobias Buchner.

• Superior document: Routledge Research in Education Series
• TeilnehmendeR: Rissler, Georg,; Köpfer, Andreas,; Buchner, Tobias,
• Place / Publishing House: Abingdon, England : : Routledge,, [2024]; ©2024
• Year of Publication: 2024
• Edition: First edition.
• Language: English
• Series: Routledge research in education.
• Physical Description: 1 online resource (213 pages)

This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses.

Table of Contents

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- Editors and Contributors -- Chapter 1: Space, education, and inclusion: An introduction to the volume -- Note -- References -- Chapter 2: Exploring dimensions of access within restrictive spaces of schooling -- Disability, schooling, and spaces -- Critical spatial theory -- Disability studies in education (DSE) framework -- Loosening the boundaries of learning spaces -- Method -- Description of the Saturn School -- Description of the research participants -- Data collection and analysis -- Achieving accessibility: Beyond physical boundaries -- Disruptions -- Conflicting ideologies of ability from within a schooling space -- Notes -- References -- Chapter 3: From excluding schools to excluding spaces: Spatial and postcolonial reflections on inclusive education in Africa -- Introduction -- Understanding education as Third Space -- The coloniality of modern education -- Inclusive education and its roots -- Inclusive education as Third Space: Transgressing the global North context and the African context -- Inclusive education as Third Space: Transgressing the special school and the mainstream school -- Conclusion -- References -- Chapter 4: Evaluating education policies through a spatial lens: Uncovering the ability-space-regimes of Austrian new middle schools -- Introduction: The new middle school policy in Austria -- Merging theoretical perspectives: Combining space and ability -- Researching space and ability in school: Methodological aspects -- Ethnographic case study: The ability-space regime of Inessa Armand School -- A space within a space: The micro-spaces of support during subsidiary subjects -- In the spheres of the grammar school: The break room as space of drill and elitism.

"Mr. Reich's group is not that good": The classroom as space of the "Not that able" -- Outside the "regular" spaces of ablement: The corridor as the cheerful territory of SEN -- The parallel universe at the end of the corridor: Teaching and learning in the art supply room -- The spaces of curricula: Mathematics teaching as a curriculum-based cascade of ability-expectations -- Notes -- References -- Chapter 5: Inclusive research, in-/exclusion, and ethics: After the spatial turn(s) -- Introduction -- Space and inclusion in education -- Space and inclusion in research -- What is inclusive research creating space for? -- What space do I rightfully occupy? -- How do I appropriate and enter new spaces? -- What spaces can we create together with new affordances and new rules of engagement? -- Conclusion -- References -- Chapter 6: Inclusion, exclusion, and the spaces of practices -- Introduction -- Theories of practices -- Practice theory and space/place in educational research -- Space and place in theories of practices -- A third practice theoretical approach to space -- Aspects of practical spatial/placial inclusion and exclusion -- In-/excluding places to X and encompassing places -- Physical spaces -- Inclusive schools and in-/exclusive bundles? Classrooms-regular education and differentiation room(s)-special education -- Spaces of practices and in-/exclusion -- Notes -- References -- Chapter 7: The education marketSpace -- Parents as consumers? -- Market-driven inclusion or exclusion? -- The education marketSpace -- Choosing a school is a spatial phenomenon -- Inclusion/exclusion contradiction in the education marketSpace -- Conclusion -- Note -- References -- Chapter 8: Revisiting Kracauer's perspectives on space and inclusion/exclusion -- Introduction: Space and inclusion/exclusion -- Biographical introductions to Kracauer's life and work.

Kracauer's analytical perspective of the exoticism of everyday life -- Kracauer's transdisciplinary explorations to capture the "reality" behind things -- "Attention as a state of exception": Spatiotemporal surface phenomena -- The primacy of the visual -- Implications for discourses on inclusion and exclusion in the context of education -- Example-Differentiation and retreat spaces -- References -- Chapter 9: Digital learning: Navigating inclusive/exclusive spaces through open educational practice -- Introduction -- Inclusion and openness -- Considering open spaces -- Open practices: A spatial analysis -- A case study: Designing for open -- Open and participatory technologies -- Design and ordinary practices -- Negotiated spaces -- Connections/agency/boundaries -- Design and ordinary practices -- Negotiated spaces -- Discussion: Shifting boundaries -- Conclusion -- Note -- References -- Chapter 10: Inclusion and exclusion in classroom practices: Empirical analyses of conjunctive spaces of experience in secondary schools -- Introduction -- Social science conceptions of space and spatiality -- Space-time dimensions of social practice: Documentary video interpretation -- Inclusion and exclusion: Comparing conjunctive spaces of experience in Swiss and Canadian secondary schools -- Primary framing through pathologisation, moralization or subject matter reference: Art and mathematics lessons in Swiss "inclusive" secondary schools -- Simultaneous dimension -- Sequential dimension -- Primary framing through subject matter reference and individualization: A mathematics lesson in a Canadian secondary school -- Simultaneous dimension -- Sequential dimension -- Conclusion: Summary and perspectives for research on inclusion and exclusion in classroom practices -- Note -- References -- Chapter 11: Learning spaces at the intersections of families and preschools.

Introduction -- Background and context -- Theoretical framework -- Learning spaces for social justice and inclusion -- Culturally and linguistically responsive educational practices -- Learning spaces at the intersections of schools and families -- Method -- Findings -- Linguistic and culturally responsive educational practices in the preschools -- Learning spaces at the intersections of the families and the preschools -- Discussion and conclusion -- Acknowledgments -- References -- Chapter 12: Teaching when students are absent: A study on the relationship between space and inclusion based on the COVID crisis -- Introduction -- The (inclusive) classroom as an object of research -- Study design and methodology -- Empirical findings -- Absence in the classroom -- Presence(s) in online teaching -- "Individualized" at last? -- Conclusion: The classroom as a place -- Notes -- References -- Afterword: Some reflections at the close of the volume -- Where we came from -- Where we are -- Where are we heading to? -- References -- Index.