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Spaced out: Policy, Difference and the Challenge of Inclusive Education

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This book is for teachers and academic researchers in a range of disciplines. In addition, it would be highly suitable for use by doctoral research students, EdD students and MA students in Education, History, Sociology, Policy Studies, Social and Cultural Geography and Comparative education.
Spaced Out: Policy, Difference and the Challenge of Inclusive Education makes an original contribution to understanding the varied and complex ways inclusion and exclusion can be understood. Through particular projects in social settings in England and France, Armstrong provides a lucid, coherent analysis into the nature of categorization, labeling and discursive practices within official discourse and procedures as well as the positional relationships between space, place and identities in relation to the experience of marginalized people including disabled pupils and young people.

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Series Editors’ Foreword Acknowledgements
1
2
3
CONTENTS
Researching the Practices and Processes of Policy Making
Introduction Inclusion: principles, discourses and practices Background to the study Policy, space and place The structure of the book
Space, Place and Policy Making: Developing a Theoretical Framework
Introduction Space, discourse and values Mobility, space and social practice Placing and spacing the other Conclusion
Process, Practice and Emotion: Researching Policy and Space within a Crosscultural Framework
Introduction Background to the enquiry Research practices in different national contexts The research notebooks Multiple methodologies and policy research Overview of methodology Finding a crosscultural perspective Discourse, the researcher and the field Issues and dilemmas Conclusion
v
ix xi
1
1 2 4 5 6
9
9 12 17 20 28
29
29 30 33 36 39 42 47 49 50 53
vi
4
5
6
7
CONTENTS
The History of Special Education: Humanitarian Rationality or ‘Wild Profusion of Entangled Events’?
Introduction Writing history Education and the workhouse ‘Traditional history’ and ‘effective history’ History, education and disability in England and France A critique of ‘traditional history’ Identity creation and the power of labelling Conclusion
Space, Place and Exclusion: Constructing Alternative Histories
The space of social reproduction Place, identity and power Conclusion
Four Settings: Dividing Spaces
Introduction The English research setting France Conclusion
Discourse, Power and Policy Making: Uncovering the Politics of Social Practice in England
Introduction Policy as discourse The challenge of ‘analysis’ Freelands: naming and placing from the inside Naming and placing: the struggle for space Conclusion
54
54 55 56 58 60 68 72 73
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74 81 88
90
90 92 97 110
111
111 113 115 116 123 141
Conclusion: Space, Place and the Production of the Other
150 151 152 153 157 158 160
CONTENTS
144 145 146 147
Landscapes of Naming and Placing: Structures and Practices of Selection and Sorting in France
144
161
vii
Introduction Theories of space and place No conclusion
161 162 170
171
Introduction Interpreting ‘the foreign’ Structures and procedures: ‘making comparisons’ Management and control of specialist provision The role of professionals as brokers in processes and Procedures of exclusion and inclusion The Commissions and special education The practices of removal Specialized structures inside the education system Integration as exclusion ‘Patient’ or ‘pupil’? The Institut MédicoProfessionnel Conclusion
181
Index
References
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9
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