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International Journal of Inclusive Education Volume 22, 2018 - Issue 8
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Articles

Rethinking agency as an assemblage from change management to collaborative work

Inge Van de PutteDepartment of Special Needs/Disability Studies, University of Ghent, Ghent, BelgiumCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0587-3455
ORCID Icon,
Elisabeth De SchauwerDepartment of Special Needs/Disability Studies, University of Ghent, Ghent, BelgiumORCID Iconhttp://orcid.org/0000-0002-4030-8515
ORCID Icon,
Geert Van HoveDepartment of Special Needs/Disability Studies, University of Ghent, Ghent, BelgiumORCID Iconhttp://orcid.org/0000-0003-3266-0524
ORCID Icon &
Bronwyn DaviesSchool of Education, University of Melbourne, Melbourne, Australia
Pages 885-901 | Received 12 Jul 2017, Accepted 23 Nov 2017, Published online: 08 Dec 2017

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Carmel Conn & Susan Davis. (2023) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 0:0, pages 1-22.
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Michelle Bergin, Bryan Boyle, Margareta Lilja & Maria Prellwitz. (2023) Irish Schoolyards: Teacher’s Experiences of Their Practices and Children’s Play-“It’s Not as Straight Forward as We Think”. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-20.
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Silke Daelman, Elisabeth De Schauwer, Bruno Vanobbergen & Geert Van Hove. (2023) The empty desk in class: a metaphor in the lives and classrooms of expelled immigrant children and their teachers. International Journal of Qualitative Studies in Education 36:2, pages 121-134.
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Anna Björk Sverrisdóttir & Geert Van Hove. (2023) Segregated and yet inclusive? the application process for upper secondary school in Iceland for students labelled as disabled through the lens of social justice. Pedagogy, Culture & Society 31:1, pages 203-220.
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Hui Lin, Lexie Grudnoff & Mary Hill. (2022) Agency for Inclusion: A Case Study of Special Educational Needs Coordinators (SENCos). International Journal of Disability, Development and Education 0:0, pages 1-11.
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Srikala Naraian. (2022) Diffractively narrating teacher agency within the entanglements of inclusion. Teaching Education 33:1, pages 13-26.
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Fiona Hallett. (2022) Can SENCOs do their job in a bubble? The impact of Covid-19 on the ways in which we conceptualise provision for learners with special educational needs. Oxford Review of Education 48:1, pages 1-13.
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