An analysis of alterity in teachers’ inclusive pedagogical practices

Sagner-Tapia, Johanna

doi:10.1080/13603116.2017.1370735

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…Florian's approach was also related to other theoretical perspectives, to ideas about differentiation and UDL (Adu‐Boateng & Goodnough, 2022; Dukpa et al., 2021), co‐teaching (Adu‐Boateng & Goodnough, 2022), teachers as agents for change (Pantić et al., 2021), Todorov's theory of alterity (Sagner‐Tapia, 2018) and Slee's notion of ‘irregular school’ (Woodcock & Hardy, 2017). With regards to the latter, Woodcock and Hardy (2017) explore how the focus of professional development can affect the way teachers think about inclusion to encourage more ‘irregular’ schooling practices—practices that challenge the status quo:…”

Section: Resultsmentioning

confidence: 99%

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

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This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly interested in secondary school as the focus on particular curricular areas and subjects, additional pressures for teachers and students derived from assessment and exams, and fewer opportunities for collaboration between teachers as a result of the compartmentalisation of the curriculum can make the implementation of inclusive pedagogies more challenging than at primary level. Six databases were searched for literature published exploring inclusive pedagogies in the context of secondary school. We found that inclusive pedagogies were often filtered through the lenses of particular subjects and were associated with other approaches with similar philosophies, such as differentiation and student‐centred learning; that student perceptions of inclusive pedagogies are still little explored; and that tensions associated with inclusion were only acknowledged to some extent. Based on the findings, we argue for a refined way of understanding inclusive pedagogies in the secondary school context, one that acknowledges the unique characteristics, challenges and tensions at this school level. The review findings also affirm the ‘messiness’ of the inclusion literature and raise questions as to the relevance and usefulness of systematic reviews in exploring this fragmented topic.

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Section: Resultsmentioning

confidence: 99%

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

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“…It becomes apparent that it is highly important to investigate the factors -such as culture-that are considered as sources of internal resistance and affect primary school teachers’ attitudes [ 13 ], even so because a literature gap is identified in respect to those sources that affect their views towards inclusion [ 52 ]. In addition, we found limited qualitative research on this topic, as far as the Greek educational landscape is concerned.…”

Section: Literature Reviewmentioning

confidence: 99%

Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece

Lyra,

Koullapi,

Kalogeropoulou

2023

Heliyon

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“…Hence, the construction of the self occurs by differentiating from others, but also by integrating experiences with others; this is, by interacting with them (Sagner‐Tapia 2014; Todorov 2001, 2010). Therefore, the lifestyle migrant could be able to internalize a self‐image that considers the others as part of this self, for example, as belonging to a community, and being able to identify him or herself with a we‐image (Bogner and Rosenthal 2017; Rosenthal 2016).…”

Section: Introductionmentioning

confidence: 99%

Narratives and Self‐Reflective Process of Lifestyle Migrants: The Quest for the “Good Life”*

Sagner‐Tapia,

Matarrita Cascante,

Zunino

et al. 2023

Rural Sociology

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This article analyses the self‐reflective process and narratives of 12 lifestyle migrants who settled between 1990 and 2010 in a rural Andean community in southern Chile. The results show that the time of their arrival and the migrants' life stages were relevant in their reflective process regarding belongingness to the local community and other migrants, the search for an ontological sense and a critical perspective into how their migration affected rurality. The article discusses how rural fantasies and dissatisfaction with modern urban life are central elements in constructing a self and we‐image, as well as a compass that enables them to integrate into the rural community while becoming increasingly aware of how their presence inevitably changes rurality.

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An analysis of alterity in teachers’ inclusive pedagogical practices

Cited by 10 publications

References 13 publications

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece

Narratives and Self‐Reflective Process of Lifestyle Migrants: The Quest for the “Good Life”*

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