03337nam a22004335i 4500001001800000003000900018005001700027007001500044008004100059020001800100020001900118024003500137082001500172100002700187245012100214264004600335300002100381336002600402337002600428338003600454347002400490490005800514505056500572520126401137650001502401650002702416650001502443650002502458650002802483710003402511773002002545776003602565830005802601856010102659912001402760942001202774999001702786952010002803978-1-4020-6093-9DE-He21320260521092133.0cr nn 008mamaa100301s2008    ne |    s    |||| 0|eng d  a9781402060939  a997814020609397 a10.1007/978-1-4020-6093-92doi04a306.432231 aAllan, Julie.eauthor.10aRethinking Inclusive Education: The Philosophers of Difference in Practiceh[electronic resource] /cby Julie Allan. 1aDordrecht :bSpringer Netherlands,c2008.  bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aInclusive Education: Cross Cultural Perspectives ;v50 aThe 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.  aThe 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. 0aEDUCATION. 0aEDUCATIONxPHILOSOPHY.14aEDUCATION.24aEDUCATION & SOCIETY.24aEDUCATIONAL PHILOSOPHY.2 aSpringerLink (Online service)0 tSpringer eBooks08iPrinted edition:z9781402060922 0aInclusive Education: Cross Cultural Perspectives ;v540uhttp://dx.doi.org/10.1007/978-1-4020-6093-9zVer el texto completo en las instalaciones del CICY  aZDB-2-SHU  2ddccER  c37497d37497  00102ddc40708LEaCICYbCICYcELd2025-10-06l0o306.43r2025-10-06 08:45:29w2025-10-06yER