Theorising Exclusionary Pressures in Education : Why Inclusion Becomes Exclusion / edited by Elizabeth J. Done.

Format:

Book

Contributor:

Done, Elizabeth J., Editor.

Series:

Education Series

Language:

English

Subjects (All):

Inclusive education.

Special education.

Social justice.

Social sciences--Philosophy.

Social sciences.

People with disabilities--Education.

People with disabilities.

Inclusive Education.

Special and Gifted Education.

Social Justice.

Social Theory.

Education and Disability.

Local Subjects:

Inclusive Education.

Special and Gifted Education.

Social Justice.

Social Theory.

Education and Disability.

Physical Description:

1 online resource (X, 289 p. 2 illus., 1 illus. in color.)

Edition:

1st ed. 2025.

Place of Publication:

Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2025.

Summary:

Elizabeth J. Done is Associate Professor in inclusion at the University of Plymouth, UK, and has published widely on in/exclusion in education. This book, a follow-up edition to International Perspectives on Exclusionary Pressures in Education (Palgrave Macmillan, 2023), presents an overview of inequality and inequity along different dimensions of exclusionary practices in schools and other educational settings. Contributions provide a range of theoretical perspectives which are applied to exclusionary practices and pressures in particular educational contexts, and equip readers with varied theoretical or conceptual frameworks through which contested issues around social justice and inclusive education can be acknowledged and analyzed. The book fosters a broad understanding of inclusive education by demonstrating how exclusionary pressures relating to disability, gender, socio-economic status, race and ethnicity, refugee status and sexuality work to trouble or problematize political, professional and policy rhetoric and discourses in which inclusive practices are assumed to be established. The book is of interest to researchers and students interested in intersectionality in inclusive and special education.

Contents:

Chapter 1: Introduction

Part 1: Exclusion: (Re)visiting Theory

Chapter 2: Defectology as a Theory of Inclusion

Chapter 3: Still Resisting After All These Years: Traditional Special Education Leadership’s Fears of Inclusive Education in the USA

Chapter 4: ‘Belonging’ and Inclusive Refugee Education

Chapter 5: ‘In This Sense, We Use the Term Integration and Thus Implement the UNCRPD’: Theorising Exclusionary Pressures in Switzerla

Chapter 6: Neoliberalisation and Logics of Practice in Alternative Provision

Part II: Theorising In/Exclusionary Practices

Chapter 7: Assigned Territories: On the Nexus of Diagnosing and Distancing in Inclusive Schools Through Goffman’s Lens

Chapter 8: This Is What We Should (Not) Be Doing

Chapter 9: Twice Exceptional Students in the Inclusive Education of the UK

Chapter 10: Lost in Translation: When Differentiated Instruction Takes an Exclusionary Turn

Chapter 11: ‘I Can’t Hear It’. Exploring In/Exclusionary Age-Appropriate Research with Young Children

Chapter 12: The Digital Divide as an Exclusionary Pressure in Education

Part III: Theorising Prejudicial Logics

Chapter 13: ‘I Was Low-Key Disruptive, But Teachers Always Saw Me as Trouble’. Addressing Discipline Disparities of Black Girls in English Secondary Schools

Chapter 14: Transforming Punitive Relations for Education Justice

Chapter 15: Double Discrimination: A Feminist Poststructuralist Intersecting of Gender and Intellectual Disability in Education and Society

Chapter 16: Exclusionary Practices in the Academic Journeys of Culturally Diverse Students in Southern Chile

Chapter 17: First-In-Family Students in Australian Higher Education: Investigating Socioeconomic Status as an Exclusionary Pressure

Chapter 18: Child as Accepted ‘Excluded Other’ in South African Schooling.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

3-031-78969-5

OCLC:

1517947485