Christopher Johnstone – författare

This volume charts the rise of the concept of "inclusive development" and simultaneously recognizes its problematic implications as it shifts the focus of development work from efficiency to justice.

In response to increasing awareness that development projects can all too often lead to the exclusion of marginalized populations, Considering Inclusive Development across Global Educational Contexts sets out to foreground trends and experiences that can inform socially just approaches to development. Structured in three parts, the volume explores several educational themes - aid and development, the human-environment nexus, and economic redistribution. Chapters look in detail at how approaches in these areas can help or hinder inclusive educational development globally, and highlight representative, critical, and relational models of inclusive development that can more strongly inform education by/from broader development trends.

This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of education development, inclusivity, and sustainable development. This book would also benefit graduate students and scholars in development education.

This volume charts the rise of the concept of "inclusive development" and simultaneously recognizes its problematic implications as it shifts the focus of development work from efficiency to justice.

In response to increasing awareness that development projects can all too often lead to the exclusion of marginalized populations, Considering Inclusive Development across Global Educational Contexts sets out to foreground trends and experiences that can inform socially just approaches to development. Structured in three parts, the volume explores several educational themes - aid and development, the human-environment nexus, and economic redistribution. Chapters look in detail at how approaches in these areas can help or hinder inclusive educational development globally, and highlight representative, critical, and relational models of inclusive development that can more strongly inform education by/from broader development trends.

This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of education development, inclusivity, and sustainable development. This book would also benefit graduate students and scholars in development education.

This book critically analyses diverse experiences related to disability in India. Drawing upon intersectionality theory, it explores a range of issues regarding everyday experiences of disability in relation to gender, religion, social experiences, and India’s neoliberal economy and its built environment. From theoretical to deeply personal, this book discusses themes like invisible disability and identity; women with disabilities in India; bodily frustrations and cultural stigma; emotional stability and self-esteem of children with disabilities; neurodiversity and queerness; and overcoming the barriers. It also emphasizes the impact of the writings of women with disabilities on their personal experiences. The volume discusses perspectives and practices of schooling, curricular transactions, and inclusive education that have evolved for children who are deaf in India.

Conversational and interdisciplinary, this book will be of interest to scholars and practitioners of disability studies, social care, mental health, social psychology, gender studies, social work, and special education.