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Volume Editor: Tasos Barkatsas
In this book, 30 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, emaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.

These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.

Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yuksel Dede, Kirsten Ellis, Zara Erzoslu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Sandra McKechnie, Tricia McLaughlin, Konstantinos Lavidas, Huk-Yuen LAW, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Author: Augie Fleras
The politics of racism have returned with a bang. What was once a whisper is now a roar in the wake of public outrage over charges of police racism that claimed the lives of racialized minorities and Indigenous peoples. Yet confusion and uncertainty unsettle the challenge of clarifying the nature and scope of racism in general, systemic racism in particular, resulting in a glaring disconnect between public perceptions and lived experiences. Reckoning with Racism is themed around the prospect of problematizing the idea of racism as articulated, understood, and debated in response to new realities, emergent demands, and contested dynamics. A profoundly new racism world is evolving, one so fundamentally different from the iterations of the past, as to trigger a foundational shift in reconceptualizing how see, think and talk about and act on racism. Changing the conversation on racism must also acknowledge its uncanny knack of reinventing itself, while intersecting with other axes of identity and differentiation to amplify the inequalities of exclusion.
Theoretical Frameworks and Empirical Research from Finland
Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools.

In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
Author: Gregory Bruno
As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.

Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Volume Editors: Cathryn Magno, Jamie Lew, and Sophia Rodriguez
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
Authors: Anna Becker and Cathryn Magno


Using language portraits as an innovative, multimodal approach to investigate students’ biographies, this chapter captures cognitive migration through language and showcases multifaceted, heteroglossic linguistic repertoires. It argues that language is not only employed when migrating across physical space, but also on a cognitive or internal level within one’s body, connecting specific body parts with linguistic resources and experiences. Given the monolingual standards imposed by most education institutions, (minority language) speakers seldom have the possibility to express their multiple voices or (linguistic) identities fully and are therefore disadvantaged. Language portraits can help visualize everyone’s potential and increase understanding and appreciation of inclusive, equitable multilingual education without language hierarchies.

In: (Re)Mapping Migration and Education


This chapter highlights the experiences of newcomer migrant youth in an urban community in the United States. The authors theorize a lived curriculum of belonging – rooted in the experiences, activities, and transnational experiences of newcomers – positing that the texture and effect of their border stories, trauma, and sense of solidarity among each other informs the pedagogical aspects of their learning and sense of belonging. The authors argue that the newcomers in the project are critical actors in educational processes and practices. In order to capture their experience, methodologically, the researchers focused on youth-generated artifacts to draw out emotions, desires, and perspectives. Elicitation of these artifacts, and other forms of expression, was pertinent in this study of youth belonging as it allowed for the complexities of youth identity to be centered and addressed. From the multi-methods, we argue that our positioning of the curricular space as a critical encounter is a methodological innovation made possible by centering youth voices and experiences.

In: (Re)Mapping Migration and Education
Author: Timothy Monreal


Calling to mind Massey’s (1998) critique that social theory privileges “a hegemony of temporal sequence” (p. 21) at the expense of spatial frames that assert multiplicity, difference, and potential, this chapter outlines the use of ecomaps as a method to examine the relational spaces of im/migrants. More specifically, I share my reflections on the methodological possibilities, limitations, tensions, and questions that emerged from a research study I conducted with im/migrant K-12 Latinx teachers in South Carolina where they mapped the interactions and interrelations that (re)made the spaces they traveled. This chapter is significant for three reasons: (1) the need in education research generally, but migration/education specifically, for new(er) methods rooted in relational spatial thinking, (2) the introduction of ecomapping into critical educational literature, and (3) the addition of greater nuance to migration and education scholarship about the U.S. South by thinking through im/migrant teachers in addition to students and other stakeholders.

In: (Re)Mapping Migration and Education
In: (Re)Mapping Migration and Education