Editors:
Matthew Krehl Edward Thomas
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,
Leechin Heng
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Peter Walker
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Free access
Figures
9.1 Soja’s trialectic. 107
13.1 Dyslexia from a BioEcological Systems perspective. 160
14.1 Visual representation of Foucault’s relational power (1983). 178
14.2 Communication praxis. 179
15.1 Alan Turing Memorial, Sackville Park, Manchester, United Kingdom. (Photograph by M. K. E. Thomas, 2019). 194
16.1 The Nightingale Emergency Hospital, North Yorkshire. (Photograph by Roger Slee) 201
Tables
3.1 Three principles of social justice applied to open education (Lambert, 2018). 25
3.2 Multilingual ICT MOOC for European teachers. 27
3.3 E-readers and weekly study groups for Chilean pre-service teachers. 28
3.4 South African multi-lingual mathematics and science texts. 29
3.5 Australian understanding dementia MOOC. 30
3.6 “AuthorAID MOOC” for Asian and African researchers. 31
3.7 Regional Australian university preparation program. 32
6.1 Action research project questions. 71
6.2 Staff responses to survey. 72
6.3 Student responses to survey. 72
6.4 Responses to survey questions. 73
13.1 Data sources & artifact examples. 163
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Chapter 1 More Than Human Rights
Chapter 2 A Posthumanist Critique of Human Rights
Chapter 3 Online Open Education and Social Justice
Chapter 4 Risks in Time
Chapter 5 Youth Justice, Educational Exclusion and Moral Panic
Chapter 6 Herding Cats
Chapter 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced
Chapter 8 Phenomenological Learning in the Northern Territory
Chapter 9 Old Ideas, New Withdrawal Rooms
Chapter 10 Encountering Diversity
Chapter 11 Opportunities for Inclusive Practice
Chapter 12 “We Appreciate the Efforts, But Is This Enough?”
Chapter 13 Reading Rights
Chapter 14 Relational Power and Communication
Chapter 15 Artificial Intelligence, Neoliberalism and Human Rights
Chapter 16 After Words?

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