Citations (79)
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Matthew J. Patey, Yeonkyoung Jin, Byoungwook Ahn, Weon-Il Lee & Kyoung June Yi. (2023) Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles. International Journal of Inclusive Education 27:14, pages 1659-1678.
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Leechin Heng, Kathleen Quinlivan & Rosemary du Plessis. (2022) Deconstructing initial teacher education: a critical approach. International Journal of Inclusive Education 26:6, pages 609-621.
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Anthony J. Maher, Alan Thomson, Samantha Parkinson, Sarah Hunt & Adam Burrows. (2022) Learning about ‘inclusive’ pedagogies through a special school placement. Physical Education and Sport Pedagogy 27:3, pages 261-275.
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Mahmoud Mohamed Emam & Yasser F. Hendawy Al-Mahdy. (2022) Building School Capacity for Inclusive Education in the Sultanate of Oman: A Construct Validation of the Inclusive School Climate Scale. Leadership and Policy in Schools 21:2, pages 329-344.
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Tang T. Heng & Leonel Lim. (2021) Diversity, difference, equity: how student differences are socially constructed in Singapore. Cambridge Journal of Education 51:6, pages 693-712.
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Robyne Garrett & Belinda MacGill. (2021) Fostering inclusion in school through creative and body-based learning. International Journal of Inclusive Education 25:11, pages 1221-1235.
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Conall Monaghan & Lorraine Swords. (2021) I’m still learning: perspectives on returning to education among early school leavers. International Journal of Inclusive Education 0:0, pages 1-14.
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Anthony J. Maher. (2021) Disrupting phonocentricism for teaching Deaf pupils: prospective physical education teachers’ learning about visual pedagogies and non-verbal communication. Physical Education and Sport Pedagogy 26:4, pages 317-329.
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Nigel Kettley & Colm Murphy. (2021) Augmenting excellence, promoting diversity? Preliminary design of a foundation year for the University of Cambridge. British Journal of Sociology of Education 42:3, pages 419-434.
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Aino Laari, Suvi Lakkala & Satu Uusiautti. (2021) ‘For the whole grade’s common good and based on the student’s own current situation’: differentiated teaching and the choice of methods among Finnish teachers. Early Child Development and Care 191:4, pages 598-611.
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Ines Alves. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education 43:1, pages 64-82.
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Stephen Black, Jan Wright & Ken Cruickshank. (2018) The struggle for legitimacy: language provision in two ‘residual’ comprehensive high schools in Australia. Critical Studies in Education 59:3, pages 348-363.
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Cristina Costa & Lisa Harris. (2017) Reconsidering the technologies of intellectual inquiry in curriculum design. The Curriculum Journal 28:4, pages 559-577.
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Hannah Overton, Alison Wrench & Robyne Garrett. (2017) Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy 22:4, pages 414-426.
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Colton Brydges & Paul Mkandawire. (2017) Perceptions and Concerns about Inclusive Education among Students with Visual Impairments in Lagos, Nigeria. International Journal of Disability, Development and Education 64:2, pages 211-225.
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Dympna Devine & Deirdre McGillicuddy. (2016) Positioning pedagogy—a matter of children’s rights. Oxford Review of Education 42:4, pages 424-443.
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Robyne Garrett & Alison Wrench. (2016) ‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education. International Journal of Inclusive Education 20:5, pages 486-502.
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Andrew Maynard Bills, Jenni Cook & Barbara Wexler. (2016) Taking on Bourdieu’s ‘destiny effect’: theorising the development and sustainability of a socially just second-chance schooling initiative using a Bourdieusian framework. Educational Action Research 24:2, pages 216-240.
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Ingólfur Ásgeir Jóhannesson & Valgerður S. Bjarnadóttir. (2016) Meaningful education for returning-to-school students in a comprehensive upper secondary school in Iceland. Critical Studies in Education 57:1, pages 70-83.
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Aspa Baroutsis, Glenda McGregor & Martin Mills. (2016) Pedagogic voice: student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society 24:1, pages 123-140.
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Fiona Dowling, Hayley Fitzgerald & Anne Flintoff. (2015) Narratives from the road to social justice in PETE: teacher educator perspectives. Sport, Education and Society 20:8, pages 1029-1047.
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Chris Wilkins. (2015) Education reform in England: quality and equity in the performative school. International Journal of Inclusive Education 19:11, pages 1143-1160.
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Andrew Bills, Jenni Cook & David Giles. (2015) Understanding emancipatory forms of educational leadership through schooling justice work: an action research study into second chance schooling development. School Leadership & Management 35:5, pages 502-523.
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Jon Callow & Joanne Orlando. (2015) Enabling exemplary teaching: a framework of student engagement for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies: An International Journal 10:4, pages 349-371.
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Amelia Hempel-Jorgensen. (2015) Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies?. Pedagogy, Culture & Society 23:4, pages 531-554.
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Anastasia Liasidou & Androniki Antoniou. (2015) Head teachers’ leadership for social justice and inclusion. School Leadership & Management 35:4, pages 347-364.
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Alison Wrench & Robyne Garrett. (2015) Emotional connections and caring: ethical teachers of physical education. Sport, Education and Society 20:2, pages 212-227.
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Erin Cameron. (2015) Toward a Fat Pedagogy: A Study of Pedagogical Approaches Aimed at Challenging Obesity Discourse in Post-Secondary Education. Fat Studies 4:1, pages 28-45.
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Anastasia Liasidou & Cathy Svensson. (2014) Educating leaders for social justice: the case of special educational needs co-ordinators. International Journal of Inclusive Education 18:8, pages 783-797.
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John Smyth & Peter McInerney. (2014) ‘Ordinary kids’ navigating geographies of educational opportunity in the context of an Australian ‘place-based intervention’. Journal of Education Policy 29:3, pages 285-301.
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Anastasia Liasidou & Androniki Antoniou. (2013) A special teacher for a special child? (Re)considering the role of the special education teacher within the context of an inclusive education reform agenda. European Journal of Special Needs Education 28:4, pages 494-506.
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Anastasia Liasidou. (2013) Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society 28:3, pages 299-312.
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Claire McGlynn & Tim London. (2013) Leadership for inclusion: conceptualising and enacting inclusion in integrated schools in a troubled society. Research Papers in Education 28:2, pages 155-175.
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Vasilis Strogilos. (2012) The cultural understanding of inclusion and its development within a centralised system. International Journal of Inclusive Education 16:12, pages 1241-1258.
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Emiliano Grimaldi. (2012) Neoliberalism and the marginalisation of social justice: the making of an education policy to combat social exclusion. International Journal of Inclusive Education 16:11, pages 1131-1154.
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Laura Scholes & Michael
C. Nagel. (2012) Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education 16:10, pages 969-984.
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Ruth Lupton & Amelia Hempel-Jorgensen. (2012) The importance of teaching: pedagogical constraints and possibilities in working-class schools. Journal of Education Policy 27:5, pages 601-620.
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Hayley Fitzgerald. (2012)
‘Drawing’ on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society 17:4, pages 443-462.
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Elizabeth Meador. (2012) The Symbolic Boundary of Sports: Middle School Athletic Culture and Mexican Immigrant Girls. Multicultural Perspectives 14:2, pages 82-88.
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Katina
Penklis Zammit. (2011) Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein's pedagogic discourse as a bridge. Language and Education 25:3, pages 203-220.
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David Zyngier. (2011) (Re)conceptualising risk: left numb and unengaged and lost in a no‐man’s‐land or what (seems to) work for at‐risk students. International Journal of Inclusive Education 15:2, pages 211-231.
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Robyn Jorgensen (Zevenbergen)Peter Grootenboer, Richard Niesche & Stephen Lerman. (2010) Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts. Asia-Pacific Journal of Teacher Education 38:2, pages 161-175.
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Xavier Rambla & Antoni Veger. (2009) Pedagogising poverty alleviation: a discourse analysis of educational and social policies in Argentina and Chile. British Journal of Sociology of Education 30:4, pages 463-477.
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Anastasia Liasidou. (2008) Critical discourse analysis and inclusive educational policies: the power to exclude. Journal of Education Policy 23:5, pages 483-500.
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Emma Perry. (2008) The pedagogy of respect and hope in urban education. Pedagogy, Culture & Society 16:2, pages 207-211.
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Michelle Grenier & Martin Giese. (2023) „Dysconcious ableism“ und hochschuldidaktische ExklusionspotenzialeDysconscious ableism and exclusive potentials in physical education teacher education (PETE). German Journal of Exercise and Sport Research 53:4, pages 450-457.
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Suvi Lakkala, Alvyra Galkienė, Julita Navaitienė, Tamara Cierpiałowska, Susanne Tomecek & Satu Uusiautti. (2021) Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland. Sustainability 13:5, pages 2804.
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Stewart Riddle & David CleaverStewart Riddle & David Cleaver. 2017. Alternative Schooling, Social Justice and Marginalised Students. Alternative Schooling, Social Justice and Marginalised Students
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