Space, Education, and Inclusion : : Interdisciplinary Approaches / / edited by Georg Rißler, Andreas Köpfer, and Tobias Buchner.
This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses.
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| Superior document: | Routledge Research in Education Series |
|---|---|
| TeilnehmendeR: | |
| 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) |
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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.