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.

Gender, Ethnicity and Disability: Approaching Inclusivity in Myanmar's Education Reforms?

Gender, Ethnicity and Disability: Approaching Inclusivity in Myanmar's Education Reforms?

Gender, ethnicity and disability: approaching inclusivity in Myanmar's education reforms?
Elizabeth J. T. Maber Khin Mar Aung


Civil conflict, inter-communal violence and the marginalisation of ethnic and religious minorities have affected communities across Myanmar, both during and still after authoritarian rule by the military which has dominated the political landscape of the last sixty years. Women and girls in this environment have often found themselves exposed to the gendered effects of conflict and violence while also disadvantaged from positions of political, professional and social leadership (Maber 2014; Laungaramsri 2011). This is exacerbated for women and girls with disabilities as the intersections of gender, ethnicity and disability ...

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