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The SAGE Handbook of Inclusion and Diversity in Education
Edited by:
- Matthew J. Schuelka - University of Birmingham
- Christopher J. Johnstone - University of Minnesota
- Gary Thomas - University of Birmingham
- Alfredo J. Artiles - Stanford University, USA
November 2019 | 652 pages | SAGE Publications Ltd
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:
Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education
Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems
Part III: Inclusion and Diversity in Global and Local Educational Contexts
Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education
Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems
Part III: Inclusion and Diversity in Global and Local Educational Contexts
Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, & Alfredo J. Artiles
Introduction: Diversity and Inclusion in Education: Inclusive Education Scholarship in the Twenty-First Century
Part 01: Conceptualizations and Possiblities of Inclusion and Diversity in Education
Julie Allan & Roger Slee
Chapter 1: Not Dead Yet?
Sally Tomlinson
Chapter 2: A Sociology of Special and Inclusive Education
Xuan Thuy Nguyen
Chapter 3: Unsettling “Inclusion” In The Global South: A Post-Colonial And Intersectional Approach To Disability, Gender, And Education
Scot Danforth
Chapter 4: Dewey and Philosophy of Inclusion
Jessica K. Bacon
Chapter 5: Pursuing 'radical inclusion' within an era of neoliberal educational reform
Alisha M. B. Braun
Chapter 6: Psychological Inclusion: Considering Students' Feelings of Belongingness and the Benefits for Academic Achievement
Derrick Armstrong & Ann Cheryl Armstrong
Chapter 7: Human Rights, Inclusive Education & Inter-Cultural Competence
Missy Morton, Anne-Marie McIlroy & Annie Guerin
Chapter 8: Sociocultural perspectives on curriculum, pedagogy and assessment: Implications for participation, belonging and building inclusive schools and classrooms
Amy North & Helen Longlands
Chapter 9: Gender, poverty and educational equality
Paula Frederica Hunt
Chapter 10: Inclusive Education as global development policy
Part 02: Inclusion and Diversity in Educational Practices, Policies and Systems
Allyson Satter, Jessica Meisenheimer, & Wayne Sailor
Chapter 11: Equity and Inclusivity in Education
Deborah J. Gallagher, Amy J. Petersen, Danielle Cowley, & Shehreen Iqtadar
Chapter 12: A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership
David J. Connor, Beth A. Ferri, Layla Dehaiman, & Louis Olander
Chapter 13: Culturally Cognizant Research and Culturally Sustaining Practice: Promoting Authentic Inclusive Classrooms for Diverse Learners
Federico r. Waitoller & Kathleen A. King Thorius
Chapter 14: Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
Ritu V. Chopra & Michael F. Giangreco
Chapter 15: Effective Use of Teacher Assistants in Inclusive Classrooms
Michal Razer & Victor J. Friedman
Chapter 16: Building ‘restorative relationships’: An actionable, practice-based model of inclusive school practice
Elizabeth J. Meyer
Chapter 17: Supporting gender and sexual diversity in schools: Teachers' perspectives, challenges, and possibilities
Serge Ebersold, Amanda Watkins, Edda Óskarsdóttir, & Cor Meijer
Chapter 18: Financing Inclusive Education to Reduce Disparity in Education: Trends, issues and drivers
Daniel Mont & Beth Sprunt
Chapter 19: Adapting Education Management Information Systems to Support Inclusive Education
Colby T. Kervick, Katharine G. Shepherd, & Shana J. Haines
Chapter 20: Fostering Inclusive and Culturally Responsive Family-Professional Partnerships
Naheed A. Abdulrahim & Michael J. Orosco
Chapter 21: Culturally Responsive Teaching with Latino English Learners with Math Learning Disabilities
Bree A. Jimenez & Melissa E. Hudson
Chapter 22: Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children
Sue Soan
Chapter 23: Multi-disciplinary practice and inclusive education
Powell, J.J.W., Merz-Atalik, K., Alisauskiene, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., Karlsdóttir, J., Milteniene, L., Meliene, R., Óskarsdóttir, E., Persson, B., Persson, E., Simón, C., Sandoval, M., Schwartz, A., Tiemann, H., & Weber, K
Chapter 24: Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden
Guanglun Michael Mu
Chapter 25: Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: A sociological perspective
Kagendo Mutua, Amy Williamson, John Myrick, Jim Siders, & Dongjin Kwon
Chapter 26: Long Over-Due: Inclusive College for Students with Intellectual Disabilities
Part 03: Inclusion and Diversity in Global and Local Educational Contexts
Oakleigh Welply
Chapter 27: Diversity and inclusion in the classroom: young immigrant's perspectives in France and England
Thomas Thyrring Engsig
Chapter 28: The Experience of Inclusion in Danish Schools - between Politicization and Pedagogical Ideals
Kate Lapham
Chapter 29: Opening doors and mediating practices: Working toward inclusion in Tajikistan
Elizabeth J.T. Maber & Khin Mar Aung
Chapter 30: Gender, ethnicity and disability: approaching inclusivity in Myanmar's education reforms?
Anthony McKnight, Carol Speechley & Samantha McMahon
Chapter 31: Ways of knowing inclusion and diversity: Jumping off the one-way track to See Indigenous student behaviour
Fernanda T. Orsati, Rosane Lowenthal, & Carolina C. Nikaedo
Chapter 32: Possibilities and challenges of inclusive education in Brazil: Understanding the role of socioeconomic factors
Diana Kartika & Kazuo Kuroda
Chapter 33: Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia
Laura A. Valdiviezo & Jennifer Lee O’Donnell
Chapter 34: "To Educate for Them in Different Ways;" Defining Inclusion in Popular and Intercultural Education in Argentina and Peru
Juho Honkasilta, Raisa Ahtiainen, Ninja Hienonen and Markku Jahnukainen
Chapter 35: Inclusive and Special Education and the Question of Equity in Education: The Case of Finland
Levan Lim, Thana Thaver & Vasilis Strogilos
Chapter 36: Contextual Influences on Inclusivity: The Singapore Experience
Silvia Romero-Contreras, Ismael García-Cedillo & Todd V. Fletcher
Chapter 37: The evolution of inclusive education in Mexico: policy, settings, achievements and perspectives
Anick Tolbize
Chapter 38: RtI in the Chellenging Context of the Republic of Mauritius
Sheelagh Daniels-Mayes, Valerie Harwood, & Nyssa Murray
Chapter 39: Saying NO to Niceness: Innovative, progressive and transformative inclusive education with Australian Aboriginal students
Sandhya Limaye
Chapter 40: Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities
Hannah Wagner, Maria Dolores Lasso, & Todd Fletcher
Chapter 41: Diversifying Inclusion: Perceptions Inclusive Education amongst Indigenous Families in Quito, Ecuador
This outstanding collection situates inclusion and diversity in the widest possible contexts: educational, political, ethical and international. This volume is a must-read for all educators hoping to deepen their understanding of the complexities and contradictions of inclusive education.
Professor of Inclusive Education, Syracuse University
This important new volume is published at a crucial time with regards to the idea of inclusion in education. It appears during a period when the United Nations 2030 Agenda for Sustainable Development is calling for international efforts to promote inclusive and equitable quality education, and lifelong learning opportunities for all. This has brought the issue to the forefront of policy developments in many countries. Directly relevant to this global agenda for change, the chapters set out to take stock of scholarship on diversity and inclusion in education in the first two decades of the 21st century, and to look forward to future trends and new directions. In so doing, it draws on a remarkable range of sources from around the world. It also includes chapters that are written from an impressive range of perspectives. I suspect that this handbook will be a major source of stimulation to many of us who are concerned with this crucial agenda.
Emeritus Professor of Education, University of Manchester
This book is far from apolitical, and much more than a handbook. It presents high quality research by a vast array of authors, as well as in-depth critiques of the policies and systems that exist around the world to include, and exclude, individuals and groups of people based on disability, gender, ethnicity, and sexuality. The book carefully draws from a range of expertise. There is much to be gained from reading of practices in other countries and societies, as well as critiquing the way in which we all view diversity and inclusion within our own experiences, paradigms, and frames of reference.
