The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Chapter 16: Building ‘Restorative Relationships': An Actionable, Practice-Based Model of Inclusive School Practice

Building ‘Restorative Relationships': An Actionable, Practice-Based Model of Inclusive School Practice

Building ‘restorative relationships': an actionable, practice-based model of inclusive school practice
Michal Razer Victor J. Friedman

Most of us become teachers for reasons of the heart – we teach because we care deeply about our students and about some subject. But the demands of teaching and the conditions in some schools cause too many of us to lose heart as the years go by. Is it possible to take heart once more so that we can continue to do what good teachers always do – which is to give heart to our students? (Parker J. Palmer, 2019)

Introduction

The 2009 UNESCO World Declaration on Education for All (UNESCO, ...

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