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.

Ways of Knowing Inclusion and Diversity: Jumping Off the One-Way Track to See Indigenous Student Behaviour

Ways of Knowing Inclusion and Diversity: Jumping Off the One-Way Track to See Indigenous Student Behaviour

Ways of knowing inclusion and diversity: jumping off the one-way track to see indigenous student behaviour
Anthony McKnight Carol Speechley Samantha McMahon

IntroduCtion: Standing at the Station

This is a theoretical work that re-frames the overrepresentation of Indigenous peoples1 in behaviour units, suspension statistics and behaviour disorder diagnoses. We propose a ‘bottom up’ approach might begin to remediate this systemic problem; an approach that must leverage the knowledge-work of individual teachers. In this chapter, we pool the epistemic resources of our Indigenous and non-Indigenous authoring team to blend metaphors that structure this chapter: Western images of trains and railway ...

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