Perspectives on Participation and Inclusion

Suanne Gibson is Senior Lecturer and Programme Leader for Education Studies at the University of Plymouth, UK, where she also co-ordinates the Inclusion and Social Justice Research Network. Joanna Haynes is Senior Lecturer in Education Studies at the University of Plymouth, UK. She taught in nursery and primary schools in Glasgow and Bristol and has also worked in teacher education and continuing professional development.

'Offers a unique collection of current educational topics on the theme of inclusion...[Engages] in the critical analysis of a wide range of those concepts which are often taken for granted, making it an ideal text for honours and masters Education Studies students.' Stephen Ward, Professor of Education and Dean of the School of Education, Bath Spa University, UK

• Acknowledgements Introduction Part One: The Voice of the Learner  Chapter 1: Inclusion versus neo-liberalism: Empowering the 'Other' Suanne Gibson Inclusion: what, when, why, and Neo-liberalism: the barrier Starting from the learner's perspective Dialogue and safe spaces versus 'school effectiveness'? Author's note Chapter 2: Listening to the voice of the child in education Joanna Haynes Constructs of child as learner So what is a child? Children's rights Initiatives to promote children's participation in education Conclusion Author's note Part Two: Critical and Alternative Perspectives on Participation and Inclusion  Chapter 3: Education and after-education: Exploring learning as a relational process Tony Brown Emotions and learning Secure attachment Conceptions of student The relational psychoanalytic lens Emotion, cognition and student identity Imagination, disturbance and education Identificatory confusion Alternative ways of reading classroom spaces Conclusion Author's note Chapter 4: Including Deaf Culture: Deaf young people and participation Hannah Smith Experiences of Exclusion Inclusion in Whose Culture? Specialist Provision or Inclusion? Conclusion: Learning with and from Deaf Culture Author's Note Chapter 5: Freedom, Inclusion and Education Joanna Haynes Interpretations of freedom Education and political liberation Experimental and alternative education Mainstream education: freedom through philosophical dialogue Freedom to think Conclusion Author's note Chapter 6: Wellbeing and Education Alan Hutchison The idea of Wellbeing What is Wellbeing Education? Why Wellbeing Education Now? Problematising Wellbeing Education Critical voices Contemporary developments in Wellbeing Conclusion Author's note Chapter 7: Where should pupils who experience Social, Emotional and Behavioural Difficulties (SEBD) be educated? Helen Knowler Where do I belong? Words Matter The historic 'burden' of SEBD Including pupils who experience SEBD Mainstream school or special school: does it really matter where pupils are taught? Belonging and school Conclusion Author's note Part Three: Approaches to Participation  Chapter 8: Informal learning outdoors Tony Rea The nature of informal learning Participation in informal learning outdoors: benefits and learner outcomes Current debates about challenge and risk in the outdoors and how this might affect participation A pedagogy for outdoor learning? Author's Note Chapter 9: E's of access: e-Learning and widening participation in Education Steve Wheeler The Information Age and the knowledge society Digital Divides The 'e' is for Everything The Nature of e-Learning Where does the learner fit into the 'E'quation? E is for Extended Learning E is for Enhanced Learning E is for Everywhere Learning E is for Exclusion Conclusion Author's Note Chapter 10: Widening Participation in Adult Education Roger Cutting The Parents as Educators Programme Getting Going The Course Design Recruitment Unlocking the door The 'R' word - Retention issues Maintaining retention The End Evaluating a programme Conclusions Author's note