1,033
Views
1
CrossRef citations to date
0
Altmetric
Article

The Role of Teacher Agency in Promoting Inclusion in a Chinese Primary School

ORCID Icon

References

  • Archer, M. S. (2003). Structure, agency and the internal conversation. Cambridge: Cambridge University Press.
  • Armstrong, A., Armstrong, D., & Spandagou, L. (2010). Inclusive education: International policy and practice. London: Sage.
  • Armstrong, F. (2008). Inclusive education. In G. Richards & F. Armstrong (Eds.), Key issues for teaching assistants: Working in diverse and inclusive classrooms (pp. 7–18). Oxon: Routledge.
  • Barton, L. (2005). Special educational needs: An alternative look. Retrieved from: http://disability-studies.leeds.ac.uk/files/library/Barton-Warnock.pdf
  • Biesta, G., Priestley, M., & S. Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640.
  • Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm.
  • Biesta, G. J. J., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149.
  • Booth, T., & Ainscow, M. (2011). The index for inclusion: Developing learning and participation in schools. London: CSIE.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Causton-Theoharis, J., & Theoharis, G. (2009). Creating inclusive schools for all students. School Administrator, 65(8), 24–31.
  • Chan, T., & Yuen, M. (2015). Inclusive education in an international school: A case study from Hong Kong. International Journal of Special Education, 30(3), 86–97.
  • Chen, X. M. (2014). A survey of the current status of primary school teachers in regular classes with special students in HeilongjiangProvince. Journal of Suihua University, 34 (7), 20–24.
  • Dyson, A., Goldrick, S., Jones, L., & Kerr, K. (2010). Equity in education: Creating a fairer education system: A manifesto for the reform of education in England. Manchester: Centre for Equity in Education.
  • Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023.
  • Fisher, D., Frey, N., & Thousand, J. (2003). What do special educators need to know and be prepared to do for inclusive schooling to work? Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 26(1), 42–50.
  • Guan, W. J., Yan, T. R., & Deng, M. (2017). Teachers’ attitudes towards autistic children’s educational placements in inclusive schools [In Chinese]. Disability Research, 4, 85–90.
  • Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256.
  • Liakopoulou, M. (2011). The professional competence of teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1, 66–78.
  • Ma, H. Y., & Tan, H. P. (2010). A survey of the status quo of Shanghai teachers for special students learning in regular classes [In Chinese]. Chinese Journal of Special Education, 115, 60–63.
  • MacArthur, J. (2009). Learning better together - Working towards inclusive education in New Zealand schools. Wellington NZ: IHC.
  • MoE. (2008). Recommendations on the evaluation of teachers’ performance in compulsory education School [In Chinese]. Beijing: Author.
  • MoE. (2014). In Special education promotion plan (2014-2016) [In Chinese]. Beijing: Ministry of Education of the People’s Republic of China.
  • MoE. (2017). In Special education promotion plan 2017-2020 [In Chinese]. Beijing: Author.
  • MoE. (2020). Educational statistics yearbook of China 2019. Retrieved from: http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2019/qg/202006/t20200611_464884.html
  • MoE. (1994). Trial procedures for admitting disabled children/teenagers to regular classrooms [In Chinese]. Beijing: Author.
  • Mu, G. M. (2021a). Teacher resilience in the Chinese context of “Learning in Regular Classroom”: A response to “lazy inclusivism”. In W. Beamish & M. Yuen (Eds.), Inclusion for students with special educational needs across the Asia pacific: The changing landscape. Springer.
  • Mu, G. M. (2021b). Destroying the Trojan Horse of “lazy inclusivism”: Agency work of Chinese children, parents, and educators. International Journal of Disability, Development and Education, 68(6), 735–741. doi:https://doi.org/10.1080/1034912X.2020.1866752
  • Mu, G. M. (2021c). Time to ring the death knell for agency and resilience? Some sociological rethinkings of inclusive education. International Journal of Disability, Development and Education, 68(6), 822–830. doi:https://doi.org/10.1080/1034912X.2020.1866751
  • Mu, G. M., Hu, Y., & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education, 67, 125–134.
  • Mu, G. M., & Jia, N. (2016). Rural dispositions of floating children within the field of Beijing schools: Can disadvantaged rural habitus turn into recognised cultural capital? British Journal of Sociology of Education, 37(3), 408–426.
  • Mu, G. M., Wang, Y., Wang, Z. Q., Feng, Y. J., Deng, M., & Liang, S. M. (2015). An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency. International Journal of Disability, Development and Education, 62(6), 571–589.
  • Norwich, B. (2008). Dilemmas of difference, inclusion and disability: International perspectives and future directions. London: Routledge.
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.
  • Peng, X. G. (2011). On the challenges facing China in the promotion of inclusive education and relevant suggestions [In Chinese]. Chinese Journal of Special Education, 137, 15–20.
  • Priestley, G., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley, G. Biesta, S. Robinson, M. Priestley, & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 149–164). London: Bloomsbury Academic.
  • Qu, X. (2019). Rethinking norms and collectivism in China’s inclusive education – Moving teachers’ understanding beyond integration. Journal of Research in Special Educational Needs, 19(4), 353–361.
  • Slee, R. (2006). Limits to and possibilities for educational reform. International Journal of Inclusive Education, 10(2/3), 109–119.
  • State Council. (2017). Regulation on the education of persons with disabilities amendment [In Chinese]. Beijing: Author.
  • State Council. (2019). Chinese education modernisation 2035. In Chinese]. Beijing: Author.
  • Sun, B., & Wang, J. J. (2014). Literature review of inclusive education in the years from 1989 – 2013 [In Chinese]. Journal of Suihua University, 34(1), 53–57.
  • Sun, H. K., & Sun, Y. H. (2016). Thoughts on the inclusive education at the point of post-modernism [In Chinese]. Education and Teaching Research, 30(6), 19–24.
  • UNESCO. (2014). The right to education: Law and policy review guidelines. Paris: Author.
  • UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: Author.
  • UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: Author.
  • Wang, L. (2010). Study of strategies for the evaluation of teachers in elementary and secondary school [In Chinese]. Research of Modern Basic Education, 5, 31–33.
  • Wang, Y., Mu, G. M., & Zhang, L. (2017). Chinese inclusive education teachers’ agency within temporal-relational contexts. Teaching & Teacher Education, 61, 115–123.
  • Wei, X. M., & Yuan, W. D. (2000). An investigation into primary school and special school teachers’ attitudes towards students with special needs learning in regular classrooms [In Chinese]. Chinese Journal of Special Education, 27, 31–33.
  • Westwood, P. (2013). Inclusive and Adaptive Teaching. London & New York: Routledge.
  • Xiao, F. (2005). Learning in regular classrooms in China: Past, present, and future [In Chinese]. Journal of Special Education, 57, 3–7.
  • Zhang, L. (2016). Analysis on the conflict of teacher’s attitude towards the implementation of inclusive education in our country [In Chinese]. Journal of Baoding University, 29(2), 100–104.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.