Michele Moore – författare

This book presents and discusses an approach to action research to help reverse discriminatory and exclusionary practices in education. Insider accounts of action research will help challenge assumptions about the limits of inclusive education, and offer examples of how change can be realistically achieved through processes of collaboration and participation. Written by a team of practitioner researchers drawn from a wide range of schools and services, this book addresses a wide range of real-life situations by exploring ways in which teachers have tackled inequalities in the school environment through action research based on principles of equality and democracy. These include:

* the co-ordination of services for minority ethnic groups, including refugee and asylum seeking children* young children with autism working with peers in the literacy hour* action research and the inclusion of gay students* developing the role of learning support assistants in inclusion * reducing exclusion of children with challenging behaviour * listening to the voices of young people with severe learning difficulties * developing links between special and mainstream schools * challenging marginalising practices in Further Education.

This book presents and discusses an approach to action research to help reverse discriminatory and exclusionary practices in education. Insider accounts of action research will help challenge assumptions about the limits of inclusive education, and offer examples of how change can be realistically achieved through processes of collaboration and participation. Written by a team of practitioner researchers drawn from a wide range of schools and services, this book addresses a wide range of real-life situations by exploring ways in which teachers have tackled inequalities in the school environment through action research based on principles of equality and democracy. These include:

* the co-ordination of services for minority ethnic groups, including refugee and asylum seeking children* young children with autism working with peers in the literacy hour* action research and the inclusion of gay students* developing the role of learning support assistants in inclusion * reducing exclusion of children with challenging behaviour * listening to the voices of young people with severe learning difficulties * developing links between special and mainstream schools * challenging marginalising practices in Further Education.

This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The volume takes change as its focus, yet acknowledges that the origins and significance of change are frequently found to be unsettling. Contributors explore different understandings of change that forge sustainable, inclusive and just communities and examine issues related to citizenship, resistance, peacemaking, critical literacies, and second chance opportunities. The authors seek to promote advocacy of change that recognises the importance of an informed engagement with cross-cultural issues in order to foreground those missing perspectives that are often marginalised, silenced, ignored or denied. All contributors are concerned with how the process of change can bridge the gap between social justice and exclusion and develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and communities.

This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The volume takes change as its focus, yet acknowledges that the origins and significance of change are frequently found to be unsettling. Contributors explore different understandings of change that forge sustainable, inclusive and just communities and examine issues related to citizenship, resistance, peacemaking, critical literacies, and second chance opportunities. The authors seek to promote advocacy of change that recognises the importance of an informed engagement with cross-cultural issues in order to foreground those missing perspectives that are often marginalised, silenced, ignored or denied. All contributors are concerned with how the process of change can bridge the gap between social justice and exclusion and develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and communities.

What challenges are posed by changing transnational trends, agendas and movements that affect disabled people’s lives, and what can disabled people, their representative organisations and their governments do to advance the agenda for self-determination and inclusion? This book draws together the writing of academics and activists to depict the experience and perspective of disabled people in relation to a range of contemporary social changes, with a focus firmly on ways in which disabled people and their allies can act to counter disabling policies and practices.

Throughout the book there is an emphasis on disabled people’s own voices and activism as the critical driver of theoretical critique and practical change. Chapters address a wide range of cultural, institutional and personal arenas to explore and contest the boundaries that disabled people seek to move beyond, from cross-border labour movements in Korea to experience of day services in England, from continuing and long-lasting realities of wars in Lebanon, Cambodia and Somalia to the beauty of harmony in Navajo traditions for understanding disability, from collective activism to individual participation in the Olympics.

This book is recommended reading for students, researchers and activists interested in Disability Studies and is directly relevant to policy makers and practitioners in a position to reshape rights, spaces and innovations in response to the priorities disabled people feel and articulate are important for their lives. It was originally published as a special issue of Disability & Society.

What challenges are posed by changing transnational trends, agendas and movements that affect disabled people’s lives, and what can disabled people, their representative organisations and their governments do to advance the agenda for self-determination and inclusion? This book draws together the writing of academics and activists to depict the experience and perspective of disabled people in relation to a range of contemporary social changes, with a focus firmly on ways in which disabled people and their allies can act to counter disabling policies and practices.

Throughout the book there is an emphasis on disabled people’s own voices and activism as the critical driver of theoretical critique and practical change. Chapters address a wide range of cultural, institutional and personal arenas to explore and contest the boundaries that disabled people seek to move beyond, from cross-border labour movements in Korea to experience of day services in England, from continuing and long-lasting realities of wars in Lebanon, Cambodia and Somalia to the beauty of harmony in Navajo traditions for understanding disability, from collective activism to individual participation in the Olympics.

This book is recommended reading for students, researchers and activists interested in Disability Studies and is directly relevant to policy makers and practitioners in a position to reshape rights, spaces and innovations in response to the priorities disabled people feel and articulate are important for their lives. It was originally published as a special issue of Disability & Society.