Elizabeth Walton – författare

The Knowledge of Inclusive Education is a paradigm-shifting exploration of inclusive education as a dynamic knowledge practice. The knowledge that underpins the practice is understood through the metaphor of an ecology, with valuable contributions from educators, researchers, parents, students, policymakers, and international organisations.By examining the knowledge of policy, research, teacher education, and activism, Elizabeth Walton constructs a future for inclusive education that affirms different material-discursive places, inquiry, and possibility and replaces traditional research hierarchies with a life-affirming ecology. Readers will gain a novel perspective on the knowledge/s of inclusive education across multiple interacting domains.With theoretical resources ranging from the work of Lorraine Code and Basil Bernstein to concepts from Legitimation Code Theory, Decolonial theory, and Posthumanism, this book offers a unique and innovative approach to the multiple perspectives and knowledges that inform inclusive education policy and practice. Its conceptual and empirical research draws from several international contexts, ensuring that The Knowledge of Inclusive Education will be of interest to educators, scholars, and advocates of inclusive education worldwide and valued by those willing to embrace collaborative new directions in inclusive teaching, learning, and research.

The Knowledge of Inclusive Education is a paradigm-shifting exploration of inclusive education as a dynamic knowledge practice. The knowledge that underpins the practice is understood through the metaphor of an ecology, with valuable contributions from educators, researchers, parents, students, policymakers, and international organisations.By examining the knowledge of policy, research, teacher education, and activism, Elizabeth Walton constructs a future for inclusive education that affirms different material-discursive places, inquiry, and possibility and replaces traditional research hierarchies with a life-affirming ecology. Readers will gain a novel perspective on the knowledge/s of inclusive education across multiple interacting domains.With theoretical resources ranging from the work of Lorraine Code and Basil Bernstein to concepts from Legitimation Code Theory, Decolonial theory, and Posthumanism, this book offers a unique and innovative approach to the multiple perspectives and knowledges that inform inclusive education policy and practice. Its conceptual and empirical research draws from several international contexts, ensuring that The Knowledge of Inclusive Education will be of interest to educators, scholars, and advocates of inclusive education worldwide and valued by those willing to embrace collaborative new directions in inclusive teaching, learning, and research.

Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi.Positioned in a geographical and metaphorical ‘Global South’, the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the ‘Global North’. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability. Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity.The issues discussed are of global significance, making this text key reading for teachers, teacher educators, and those concerned with the advancement of social justice and reduction of inequality through education.

Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi.Positioned in a geographical and metaphorical ‘Global South’, the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the ‘Global North’. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability. Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity.The issues discussed are of global significance, making this text key reading for teachers, teacher educators, and those concerned with the advancement of social justice and reduction of inequality through education.

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include: What inclusive education means and how it is defined How metaphor works to position inclusive education How textbooks construct inclusive education How we use language to build what we understand to be difference and disability, with particular reference to AD(H)D and Asperger’s Syndrome Listening to children and young people as a means to promote inclusion in schools Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call ‘inclusive education’. This book is a must-read for any individual studying, practicing or an interest in inclusion and exploring the associations with language.

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include: What inclusive education means and how it is defined How metaphor works to position inclusive education How textbooks construct inclusive education How we use language to build what we understand to be difference and disability, with particular reference to AD(H)D and Asperger’s Syndrome Listening to children and young people as a means to promote inclusion in schools Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call ‘inclusive education’. This book is a must-read for any individual studying, practicing or an interest in inclusion and exploring the associations with language.

This book reflects a range of pedagogical responses to increasingly complex educational contexts. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands.