Inclusive Journeys
Addressing Marginalisation in Schools
Seiten
2025
Routledge (Verlag)
978-1-032-79450-1 (ISBN)
Routledge (Verlag)
978-1-032-79450-1 (ISBN)
There is considerable interest in inclusion and equity in schools internationally, however, confusion accompanies what this means for policy and practice in the field. Messiou draws on her involvement in a series of international development and research projects over thirty years to propose a new way of thinking about inclusive education.
There is considerable interest in inclusion and equity in schools internationally; however, widespread confusion accompanies what this means for policy and practice in the field. Recent policy proclaims, "All Means All", yet the focus lies on particular groups of learners who continue to be marginalised, such as children from ethnic minorities or those who have special educational needs.
In Inclusive Journeys, renowned researcher Kyriaki Messiou draws on her involvement in a series of international development and research projects over 30 years to propose a new way of thinking about inclusive education. This book explores how “All Means All” can be conceptualised by adopting a broader view of who is marginalised within school contexts. Central to this approach is the creation of new relationships amongst teachers and students, encouraging dialogue to identify barriers experienced by some learners, as well as co-constructing solutions. Extensive use is made of examples to illustrate how this can be put into practice both within schools and across education systems. The challenges involved in taking these "inclusive journeys" are also addressed. The central argument made by Kyriaki is that progress regarding inclusive education requires collaborative forms of research. This involves researchers, practitioners, and students to become co-researchers and ensures that no child is left out of school or marginalised within education systems.
The book is relevant to researchers and academics focusing on developing inclusion in schools through collaborative forms of research. It will also be of interest to teachers of students of all ages and to students on initial teacher education courses, undergraduate and postgraduate courses.
There is considerable interest in inclusion and equity in schools internationally; however, widespread confusion accompanies what this means for policy and practice in the field. Recent policy proclaims, "All Means All", yet the focus lies on particular groups of learners who continue to be marginalised, such as children from ethnic minorities or those who have special educational needs.
In Inclusive Journeys, renowned researcher Kyriaki Messiou draws on her involvement in a series of international development and research projects over 30 years to propose a new way of thinking about inclusive education. This book explores how “All Means All” can be conceptualised by adopting a broader view of who is marginalised within school contexts. Central to this approach is the creation of new relationships amongst teachers and students, encouraging dialogue to identify barriers experienced by some learners, as well as co-constructing solutions. Extensive use is made of examples to illustrate how this can be put into practice both within schools and across education systems. The challenges involved in taking these "inclusive journeys" are also addressed. The central argument made by Kyriaki is that progress regarding inclusive education requires collaborative forms of research. This involves researchers, practitioners, and students to become co-researchers and ensures that no child is left out of school or marginalised within education systems.
The book is relevant to researchers and academics focusing on developing inclusion in schools through collaborative forms of research. It will also be of interest to teachers of students of all ages and to students on initial teacher education courses, undergraduate and postgraduate courses.
Kyriaki (Kiki) Messiou is Professor of Education at the University of Southampton, UK. She is internationally known for her research in the field of inclusive education and has previously published Confronting Marginalisiation in Education (Routledge, 2012).
Introduction: Why new thinking is needed
Chapter 1: My journeys: Marginalisation and inclusive education
Chapter 2: Inclusion and equity: a global challenge
Chapter 3: Collaborative research to promote inclusion and equity
Chapter 4: Students’ voices for inclusion
Chapter 5: Responding to student diversity
Chapter 6: Using Inclusive Inquiry
Chapter 7: Implications for policy and practice
Chapter 8: Towards more democratic societies
Conclusion: Ongoing collaborative journeys for a better world
| Erscheinungsdatum | 12.09.2025 |
|---|---|
| Zusatzinfo | 3 Tables, black and white; 7 Line drawings, color; 8 Halftones, color; 15 Illustrations, color |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 540 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-032-79450-X / 103279450X |
| ISBN-13 | 978-1-032-79450-1 / 9781032794501 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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