Tobias Buchner – författare

This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses.With research from an international range of scholars, the book explores the intersections, boundaries, and intermediary spaces of inclusion and exclusion within educational contexts. It advances thinking in inclusive education research and links discourses of the spatial turn in inclusive education with a call for thinking spatially. Instead of defining one spatial approach as the overarching framework for analysis, it considers the potential of combining spatial approaches from diverse disciplines, including social sciences, educational science, and geography. The book systematically identifies and links the relations between a diversity of spatial theoretical perspectives and phenomena of inclusion/exclusion.This volume provides invaluable, transdisciplinary readings and reflections on space and spatiality in inclusive education, and will be highly relevant for academics, researchers and postgraduate students in the fields of inclusive education, educational theory and the sociology of education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses.With research from an international range of scholars, the book explores the intersections, boundaries, and intermediary spaces of inclusion and exclusion within educational contexts. It advances thinking in inclusive education research and links discourses of the spatial turn in inclusive education with a call for thinking spatially. Instead of defining one spatial approach as the overarching framework for analysis, it considers the potential of combining spatial approaches from diverse disciplines, including social sciences, educational science, and geography. The book systematically identifies and links the relations between a diversity of spatial theoretical perspectives and phenomena of inclusion/exclusion.This volume provides invaluable, transdisciplinary readings and reflections on space and spatiality in inclusive education, and will be highly relevant for academics, researchers and postgraduate students in the fields of inclusive education, educational theory and the sociology of education.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Lehren und Lernen findet innerhalb gesellschaftlicher Verhältnisse statt, die von Differenzordnungen geprägt sind und oft unter den Labels Diversity, Heterogenität und Inklusion diskutiert werden. Die entlang von Markierungen wie etwa race, class, gender, sexual identity, ability, body und language konstruierten Ordnungen betreffen Lehrende und Lernende. Dies bringt Herausforderungen mit sich, denen sich die Beiträge im Band aus machtkritischen Perspektiven widmen. Wissenschaftler*innen und Studierende untersuchen interdisziplinär, was es bedeutet, zu Differenz unter Bedingungen von Differenz zu lehren, wie sich Differenzordnungen auf Lernprozesse auswirken und welche Rolle Institutionen in der Konstitution von Differenzordnungen spielen. Der Band leistet dadurch einen wertvollen Beitrag zur (empirischen) erziehungswissenschaftlichen Differenzforschung.