Microexclusion in Inclusive Mathematics Education

Faustino, Ana Carolina; Moura, Amanda Queiroz; Silva, Guilherme Henrique Gomes da; Muzinatti, João Luiz; Skovsmose, Ole

doi:10.1007/978-3-030-11518-0_6

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…In other words, when children are segregated and openly prevented from accessing centres, it is a more easily recognisable form of exclusion (Cologon 2019). This form of macro-exclusion is obvious and a matter of location (Faustino et al 2017). For instance, children may be segregated in special schools or classrooms away from regular children.…”

Section: Inclusionmentioning

confidence: 99%

“…However, it is also of significant concern that children may have access to centres but still be excluded because of subtle forms of exclusion, which is termed micro-exclusion (Cologon 2019). Instances of micro-exclusion appear to be inclusive on the surface, as children have access to centres without authentic inclusion (Faustino et al 2017). The issue is that microexclusion may enable the access and participation of children but does not guarantee the respect or achievement of these children in the ECCE learning environment.…”

Section: Inclusionmentioning

confidence: 99%

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Understanding inclusion in early childhood care and education: A participatory action learning and action research study

Mahadew

Hlalele

2022

SAJCE

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Background: Early Childhood Care and Education (ECCE) refers to the care and education of children from birth to age four. There is a scarcity of research on inclusion in this marginalised sector in many developing countries, including South Africa.Aim: This article reports on a virtual learning participatory workshop on understanding inclusion with six ECCE teachers and two ECD practitioner trainers.Setting: Due to the social distancing necessitated by the Corona Virus pandemic, all interactions were facilitated through the WhatsApp platform. Methods:The study employed a participatory action learning and action research (PALAR) design that focuses on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals and purposeful conversations.Results: Cycle one found that some of the participants' understanding of inclusion needed to be challenged. Their understandings of inclusion centred on discourses of disability with a narrow view of inclusion. This action learning set (ALS) mainly regarded inclusion to be a product rather than a process and claimed that segregation had some advantages. Some of the members of the ALS also misconstrued inclusion for micro-exclusive practices of assimilation and integration. Cycle two was planned to address these misunderstandings. Cycle two revealed that becoming inclusive means revisiting dominant ideologies about inclusion and a critical awareness of micro-exclusive practices. Conclusion: This research serves to challenge dominant beliefs of what inclusion is.The knowledge presented here could be cascaded to other ECCE centres in the South African context. With a scarcity of research on inclusion in ECCE, this study may provide a point of departure for future research.

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Section: Inclusionmentioning

confidence: 99%

Section: Inclusionmentioning

confidence: 99%

Understanding inclusion in early childhood care and education: A participatory action learning and action research study

Mahadew

Hlalele

2022

SAJCE

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“…The processes of abjection produce exclusion by enunciating who the desired citizen is and should be (Popkewitz, 2008). In this line of conceptualization, different scholars (Faustino et al, 2017;Martin, 2021;Valero, 2017;Valero & García, 2014) have examined how educational policies and reform efforts aimed at facilitating the inclusion of all children in school mathematics end up producing the opposite effect. Valero and García (2014) discuss how these processes unfold narratives of "what is included"…”

Section: In(ex)clusionmentioning

confidence: 99%

“…To analyze these dynamics of inclusion/exclusions, Faustino et al (2017) introduce a model which articulates the notions of macro and micro inclusion and macro and micro exclusions. Larger efforts of educational inclusion (macroinclusion) could produce the exclusion of particular student populations through subtle and covert classroom practices (microexclusion).…”

Section: In(ex)clusionmentioning

confidence: 99%

Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform

Valoyes-Chávez

Andrade-Molina

2022

magis

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This paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.

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“…Segundo Mantoan (2003), "todos os alunos, sem exceção, devem frequentar as salas de aula do ensino regular", de forma a propiciar a eles a construção de conhecimentos de acordo com suas capacidades, participando de forma ativa das tarefas de ensino, nas suas diferenças, livres de qualquer condição que limite sua participação do processo educativo ou os exclua de suas turmas. Neste sentido, a educação inclusiva deve ser um esforço geral para engajar todos os estudantes nas mesmas atividades educacionais, sem haver diferenciação quanto ao gênero e raça, preferências políticas, sociais ou culturais, assim como não deve ser feita diferença em relação às habilidades dos alunos ou suas necessidades específicas (Faustino et al, 2018).…”

Section: Fundamentação Teóricaunclassified

A Importância da Aula Experimental no Processo de Ensino-Aprendizagem para Alunos Surdos: Um relato de experiência na Educação Profissional e Tecnológica (EPT)

Rodrigues

Cordeiro

Saretto

2020

RSD

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Chemistry teaching for the deaf requires specific methodologies, mainly, which include visual experiences, with the possibility of using the Brazilian Sign Language - Libras through the professional Libras interpreter. In this context, the article aims to report an experience of teaching practice with a deaf student from the Sugar and Alcohol Manufacturing Assistant Course at SENAI School in Itumbiara-GO who used experimentation as a teaching method on the treatment of broth of cane for the manufacture of sugar and alcohol. The research is anchored in the theoretical assumptions of professional education in Figueiredo (2017), inclusive education in Mantoan (2003), experimentation in Gonçalves and Goi (2020) and teaching of the deaf (Quadros & Karnop, 2004), among others. The research methodology is qualitative, carried out through the observation of the teacher and field notes, as a method of data collection, allowing to perceive the learning of the deaf student during the execution of the experiment. The questions that include visual experiences occurred during practice, can conclude that experimental activities contribute to the learning process, focusing on deaf students.

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Microexclusion in Inclusive Mathematics Education

Cited by 5 publications

References 13 publications

Understanding inclusion in early childhood care and education: A participatory action learning and action research study

Understanding inclusion in early childhood care and education: A participatory action learning and action research study

Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform

A Importância da Aula Experimental no Processo de Ensino-Aprendizagem para Alunos Surdos: Um relato de experiência na Educação Profissional e Tecnológica (EPT)

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