“One of the most accessible features of the book is the incorporation of vignettes of real-life action research enquiries, and in some cases, drawing on the field notes an journals kept by the teachers themselves. There is much to welcome in this book… There is an engaging honesty of tone… an abiding sense of authenticity in the author’s voice; this is writing which comes out of long professional experience of teaching pupils with learning difficulties and challenging behaviour, and equal experience of facilitating action research enquiries in her practice as a teacher educator.” European Journal of Special Needs Education In its detailed elaboration of action research as a basis for teacher professional development this book locates inclusive practice in a discursive process that continually interprets its meaning while at the same time inevitably changes educational cultures. The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Prologue
1.Policy, social justice and inclusion
2.Action research for inclusive practice
3.Getting started:the research focus and issue; finding the petrific mace
4.Action and constraints
5.Collaboration, a democratic and inclusive process: penetrating the black diorite
6.Methods and techniques in action research
7.The ethics of practitioner research
8.The reflexive inclusion of the self
9.Moving towards more inclusive educational practice
References
Index.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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