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OverviewWithin the field of inclusive education, a growing body of literature has contributed to a developing knowledge and understanding of conceptual, empirical, philosophical issues and ideas. However, there is still an urgent need for more detailed accounts of how the struggle for change takes place or ‘gets done’ in specific contexts involving particular people. This important book seeks to meet some of these needs by providing stories from the working life of an educational psychologist in England, and his interventions in schools in attempting to contribute to meeting the diverse needs of a range of pupils. In painstaking, sensitive and reflective ways, Quicke offers us some moving insights, detailed observations, challenging questions, which combine to pow- fully establish a picture of the complex, social and cultural contexts called schools, in which the struggle for inclusive thinking, values and relations are to be realized. The author describes himself as a ‘reflective practitioner’, whose work is not id- logically neutral, but informed by a deep commitment and belief in the well-being of all children. He calls his approach ‘autoethnographic’ in order to emphasize the se- reflective nature of the activity. Thus, the stories involve insights into the ambiguity, self-doubt, contradictions, dilemmas and real messiness of his position and expe- ences within his work context. Full Product DetailsAuthor: John QuickePublisher: Springer-Verlag New York Inc. Imprint: Springer-Verlag New York Inc. Edition: 2008 ed. Volume: 6 Dimensions: Width: 15.50cm , Height: 1.00cm , Length: 23.50cm Weight: 0.650kg ISBN: 9781402096143ISBN 10: 1402096143 Pages: 190 Publication Date: 02 December 2008 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsCHAPTER 1 Introduction,- SECTION A STORM, STRESS AND STANDARDS,- CHAPTER 2 From classroom to 'Colditz' via a Learning Support Unit,- CHAPTER 3 A girl who ' squeezed in and out of everywhere',- CHAPTER 4 'Giving up on them': a tale of despair,- SECTION B AGAINST THE TREND IN PRIMARY SCHOOLS,- CHAPTER 5 'Off the differentiation map': why did inclusion fail?,- CHAPTER 6 Constructing a ‘disordered’ identity in a ‘child-centred’ school,- CHAPTER 7 Action research, learning and football culture: a successful intervention?,- CHAPTER 8 On the social meaning of throwing a 'wobbly' and the question of survival in a primary classroom,- SECTION C PARENTS AT THE EXTREMITIES,- CHAPTER 9 'We might be losing him',- CHAPTER 10 'That’s our boy down to a ‘T’',- CONCLUSION,- CHAPTER 11 Promoting inclusion via the creation of democratic learning communities.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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