Summary
Contents
Subject index
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.
Teacher Professionalism, Teacher Agency, and Student Resilience in Chinese Inclusive Education: A Sociological Perspective
Teacher Professionalism, Teacher Agency, and Student Resilience in Chinese Inclusive Education: A Sociological Perspective
Introduction
The era of neoliberalism has seen education systems in many parts of the world developing prescriptive curricula, high-stakes testing, and oppressive evaluation, all of which emphasise teacher accountability and performance, while at the same time eroding teacher authority and autonomy (Priestley, Edwards, Priestley, & Miller, 2012). In response, there has been an emerging tendency to re-professionalise teachers, endowing them with high(er) degrees of freedom and power in their professional worlds. One strategy is to enable teacher agency. Although there is a steady stream of literature concerning teacher agency in the ...
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