One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. This timely book provides guidance and illustrative examples of the ways in which primary and secondary schools can include all of their students in the academic and social experiences they provide. Developed around a framework that practitioners and researchers can use in order to understand and address marginalisation, the author's approach takes account of the views of children and young people throughout. This framework consists of a unique four-step process:
Step 1: Opening doors: Enabling voices to emerge.
Step 2: Looking closely: Bringing concerns to the surface.
Step 3: Making sense of the evidence: Sharing data with learners.
Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice.
By helping practitioners to reach out to all learners, regardless of the labels assigned to them, the book explains how teachers can make sure that every child matters, and, in so doing, create a classroom that is all the more inclusive. Importantly, the book focuses on all learners, including those who might experience marginalisation but whose voices might have not previously been heard.
Relevant to teachers of pupils of all ages, students on initial teacher education and undergraduate and postgraduate students, this book will also be of interest to researchers and academics who are focusing on the role of children's voices in promoting inclusive education.
One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. This timely book provides guidance and illustrative examples of the ways in which primary and secondary schools can include all of their students in the academic and social experiences they provide. Developed around a framework that practitioners and researchers can use in order to understand and address marginalisation, the author's approach takes account of the views of children and young people throughout. This framework consists of a unique four-step process:
Step 1: Opening doors: Enabling voices to emerge.
Step 2: Looking closely: Bringing concerns to the surface.
Step 3: Making sense of the evidence: Sharing data with learners.
Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice.
By helping practitioners to reach out to all learners, regardless of the labels assigned to them, the book explains how teachers can make sure that every child matters, and, in so doing, create a classroom that is all the more inclusive. Importantly, the book focuses on all learners, including those who might experience marginalisation but whose voices might have not previously been heard.
Relevant to teachers of pupils of all ages, students on initial teacher education and undergraduate and postgraduate students, this book will also be of interest to researchers and academics who are focusing on the role of children's voices in promoting inclusive education.
This book examines how the higher education sector has approached marginalised student and staff populations. The author highlights how universities were historically, and largely remain, the domain...
Drawing on examples from nine countries across five continents, this book offers anyone interested in the future of higher education the opportunity to understand how communities become marginalised...
The result of collaboration between students and researchers across Europe as part of an Erasmus+ funded project, this book sheds light on power structures and exclusion processes in education from...
This book investigates how governance at different levels can improve access to education for excluded communities.
It conceptualises turbulence, empowerment, and marginalisation in international...
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