Equity in Inclusive Education: A
						Cultural Historical Comparative Perspective

Kozleski, Elizabeth B.; Artiles, Alfredo J.; Waitoller, Federico R.

doi:10.4135/9781446282236.n16

Cited by 40 publications

(25 citation statements)

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“…By definition, inclusive education aims to enhance access, participation, and outcomes for all diverse student populations who have been traditionally excluded from formal education (Kozleski et al, 2014). Given different cultural, historical, political, economic, and social contexts across different countries and regions, global understanding and implementation of inclusive education is far from cohesion and coherence (Artiles & Dyson, 2005).…”

Section: Inclusive Educationmentioning

confidence: 99%

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

Ruppar

2020

Teacher Education and Special Education

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Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.

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Section: Inclusive Educationmentioning

confidence: 99%

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

Ruppar

2020

Teacher Education and Special Education

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“…Barriers may take different forms, some of which are to do with the assumptions upon which practice is based. As Kozleski et al (2014) explain, this means that progress in relation to inclusion is complex, context‐specific and connected to deeply entrenched systems of marginalisation that sort and segregate students by a number of classifications, including race, ability, gender, ethnicity and socio‐economic status.…”

Section: Creating Interruptionsmentioning

confidence: 99%

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Messiou

Ainscow

2020

British Educational Res J

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This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.

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“…Hence, scholars need to recognize the 'simultaneous intersections' (García and Ortiz 2013) between, for instance, race, class, gender, (dis)ability, language abilities and national origins. All of these need to be considered when discussing inclusive education (Kozleski, Artiles, and Waitoller 2014).…”

Section: Inclusive Education: a Brief Definitionmentioning

confidence: 99%

Intersectionality: A pathway towards inclusive education?

Bešić

2020

Prospects

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This article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term, specifically in the context of Austria, which currently focuses only on children with disabilities. The article not only sets out the thesis of intersectionality, but calls for the adoption of an intersectional lens in inclusive education in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups. Inclusive education means opening access to a wide range of educational and social opportunities for all children, not only those with disabilities or identified special education needs. The current system, in which children possess one identity marker, does not provide the support children need. Furthermore, it also reinforces inequalities not only within the education system, but also within society at large.

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Equity in Inclusive Education: A Cultural Historical Comparative Perspective

Cited by 40 publications

References 0 publications

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Intersectionality: A pathway towards inclusive education?

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