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dc.contributor.authorWoodcock, Stuart
dc.contributor.authorHardy, Ian
dc.date.accessioned2021-11-07T04:44:46Z
dc.date.available2021-11-07T04:44:46Z
dc.date.issued2017
dc.identifier.issn1360-3116en_US
dc.identifier.doi10.1080/13603116.2016.1251501en_US
dc.identifier.urihttp://hdl.handle.net/10072/409879
dc.description.abstractThis article presents research into Canadian elementary and secondary teachers’ understandings of inclusion. The research investigates how a sample of 120 teachers in the southern part of Ontario defined inclusion, and the extent to which they believed an inclusive classroom is an effective way to teach all students. The article draws upon literature into how inclusion is currently defined followed by research into the politics of diversity in inclusive education; the latter signals the socio-political aporia which attends many understandings of inclusion. The study employs Nancy Fraser’s conception of justice as requiring redistribution, recognition, and representation; Fraser’s approach also demands attention to issues of recognition as intimately connected with concerns about social status. The findings reveal teachers’ relative lack of attention to issues of resourcing, but considerable emphasis upon issues of representation. While issues of recognition are largely valued, there is a tendency to reify categories of student identity, rather than challenging concerns about the lack of social status attending such foci. The research reveals a push ‘beyond the binary’ of considering teachers’ practices as either inclusive or exclusive, and how teachers’ engagement with resource provision, recognition of learners, and representation of student needs exists along contingent and intersecting spectra.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofpagefrom667en_US
dc.relation.ispartofpageto686en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalInternational Journal of Inclusive Educationen_US
dc.relation.ispartofvolume21en_US
dc.subject.fieldofresearchSpecialist studies in educationen_US
dc.subject.fieldofresearchSociologyen_US
dc.subject.fieldofresearchcode3904en_US
dc.subject.fieldofresearchcode4410en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordsInclusionen_US
dc.subject.keywordsinclusive classroomsen_US
dc.subject.keywordsspecial educationen_US
dc.titleBeyond the binary: Rethinking teachers' understandings of and engagement with inclusionen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationWoodcock, S; Hardy, I, Beyond the binary: Rethinking teachers' understandings of and engagement with inclusion, International Journal of Inclusive Education, 2017, 21 (6), pp. 667-686en_US
dc.date.updated2021-11-07T04:43:18Z
gro.hasfulltextNo Full Text
gro.griffith.authorWoodcock, Stuart


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