Exploring Equity, Inclusion and Agency in Education

Theory, Policy and Practice

Marcelle Cacciattolo, Jenene Burke (Herausgeber)

Buch | Hardcover

2026
Springer Verlag, Singapore
9789819563814 (ISBN)

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This book focuses on themes such as inclusion in action, schooling during challenging times, engaging teaching spaces, social justice standpoints, student/teacher agency, preservice teacher voices, criticality in educative spaces and children and agency. It provides a lens into educational contexts that fuel or hinder human flourishing. This book explores a range of social justice themes through the power of learning spaces, institutional educative standpoints and teaching approaches. Cultural, social and economic injustices that perpetuate cycles of disadvantage and oppressive narratives are also examined and discussed. This book celebrates, critiques, and reimagines different theoretical frameworks that underpin equitable and inclusive educative landscapes. Attention is directed towards building the capacities of educators to understand and respond to national and global factors that impact on emancipatory education. This book is a ‘Call to Action’ for educators to stand in the shoes of our least advantaged learners and communities, and the chapter authors embody and enact a political and moral mindset that privileges all voices in respectful and proactive ways. It highlights how transformative learning spaces are made up of educators who understand the importance of engaging in scholarly reflection and practice.

Marcelle Cacciattolo is a sociologist and a professor in the College of Arts and Education at Victoria University, Australia. Marcelle is an associate director of Research Training in the Institute of Sustainable Industries and Liveable Cities. Her research is cross-disciplinary, involving health sciences and education-based research, and currently focuses on trauma-informed teaching and learning approaches. Professor Jenene Burke is the Deputy Dean in the Institute of Education, Arts and Community at Federation University Australia. As a teacher educator and academic, Jenene’s research has centred on children’s play in inclusive play spaces and learning in inclusive contexts. Jenene is the Immediate Past President of the World Federation of Associations for Teacher Education (WFATE).

Exploring equity inclusion and agency in education.- If you step in our shoes then you would treat us differently the struggle for equity and inclusion in education for the south sudanese australian community.- Edgework an alternative theorisation and challenge to deficit understandings of young people.- Barriers and enablers to the establishment of trauma informed career development in schools.- Stories of grace autoethnographic reflections on social justice literacy practices in the primary school classroom.- Going virtual consumer or consumed narrating criticality in educative spaces the parrhesia of emotion and embodiment.- Unexpected integrity to uphold inclusivity voices of thai teachers as intercultural agents in the educational space.- Empowering australian enabling students the importance of building self efficacy.- The inequity of funding for non mainstream educational programs a diffractive analysis of two victorian programs.- Design thinking an empathetic and inclusive approach to designing higher education assessment.- Teaching at intersections cross disciplinary and intersectional trauma informed pedagogies.- Graduate teacher buoyancy stories of inclusive anticipation and the challenge of transition.- Inclusive pedagogy and adhd problematising neuronormative teaching practices in higher education.- Algorithmic bias in teacher education learning from robodebt harms.- Teachers collaborative engagement with families and allied health professionals supporting students with disability across the australian education system.- Developing a teachers toolkit to engage regional and rural learners in science technology engineering and mathematics stem education.- The role of metacognition to enhance academic writing in teacher education.- Teacher perceptions of the longer term influences of short term international study experiences stise professional practices identities and career trajectories.- My father needs to trust me more than he loves me agency for women in afghanistan in accessing education.- Student agency in physical education teaching approaches for practice.- Siri are dinosaurs real repositioning young children as active agents in their textual practices.- Identifying agency in play based learning for children with impairments.- Pop up play spaces childrens agency inclusion and ethics in public places.- Teachers agentic moves with student aspirations.- Voice and choice agency in flexible and collaborative learning environments.

Erscheint lt. Verlag	12.6.2026
Zusatzinfo	Approx. 450 p.
Verlagsort	Singapore
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
Themenwelt	Sozialwissenschaften ► Soziologie
Schlagworte	Barriers and enablers in education • Critical perspectives in education • Cultural diversity in education • Culturally Responsive Teaching • Culturally safe learning environments • Curriculum and pedagogies in teacher education • Decolonized educative spaces • Disability in education contexts • Early Childhood Teacher Education • Equity, inclusion and agency in educational contexts • Exclusion from educatio • Hegemony in education • Human rights to education • Indigenous peoples and education • Interculturalism in global education • Policy and practice in education • Social and political structures in education • Social Justice in Education • The impact of COVID-19 on education • vulnerable students
ISBN-13	9789819563814 / 9789819563814
Zustand	Neuware