03294nam a22004335i 4500 978-1-4020-6093-9 DE-He213 20260521092133.0 cr nn 008mamaa 100301s2008 ne | s |||| 0|eng d 9781402060939 99781402060939 10.1007/978-1-4020-6093-9 doi 306.43 23 Allan, Julie. author. Rethinking Inclusive Education: The Philosophers of Difference in Practice [electronic resource] / by Julie Allan. Dordrecht : Springer Netherlands, 2008. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Inclusive Education: Cross Cultural Perspectives ; 5 The State of Inclusion -- Territories of Failure -- The Repetition of Exclusion in Policy and Legislation -- Excluding Research -- Putting the Philosophers to Work on Inclusion -- Deleuze and Guattari's Smooth Spaces -- Derrida and the (IM)Possibilities of Justice -- Foucault and the Art of Transgression -- Rethinking Inclusion? -- Teachers and Students: Subverting, Subtracting, Inventing -- Nomadic Learning to Teach: Recognition, Rupture and Repair -- Performing Inclusion: Instructive Arts Experiences -- Inclusive Research? -- The Politics of Inclusion. The inclusion of disabled children and those with difficult behaviour is increasingly being seen as an impossible challenge and, not surprisingly, concerns are being expressed by teachers unions and researchers about teachers' capacities, and willingness, to manage these demands. With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion. These ideas allow the task of including children to be reframed and offer, not solutions, but different ways of working which involve altering adult-child relationships -subverting, subtracting, and inventing and restructuring teacher education - recognition, rupture and repair. The propositions also include making use of the arts to challenge exclusion and to establish more inclusive practices. This is a must for teacher educators, researchers, student teachers and practising teachers concerned about the future of inclusion. It offers fresh insights and a steer towards possibilities for a more productive, and political, engagement with inclusion. EDUCATION. EDUCATION PHILOSOPHY. EDUCATION. EDUCATION & SOCIETY. EDUCATIONAL PHILOSOPHY. SpringerLink (Online service) Springer eBooks Printed edition: 9781402060922 Inclusive Education: Cross Cultural Perspectives ; 5 http://dx.doi.org/10.1007/978-1-4020-6093-9 Ver el texto completo en las instalaciones del CICY ZDB-2-SHU ddc ER 37497 37497 0 0 ddc 0 0 LE CICY CICY EL 2025-10-06 0 306.43 2025-10-06 08:45:29 2025-10-06 ER