771
Views
0
CrossRef citations to date
0
Altmetric
Articles

Inclusive education in the academy: pedagogical and political imperatives in a master’s course

ORCID Icon
Pages 856-869 | Received 05 Jun 2017, Accepted 27 Nov 2017, Published online: 05 Dec 2017

References

  • Adderley, R. J., M. A. Hope, G. C. Hughes, L. Jones, K. Messiou, and P. A. Shaw. 2015. “Exploring Inclusive Practices in Primary Schools: Focusing on Children’s Voices.” European Journal of Special Needs Education 30 (1): 106–121. doi: 10.1080/08856257.2014.964580
  • Allan, J. 2005. “Inclusion as an Ethical Project.” In Foucault and the Government of Disability, edited by S. Tremain, 281–297. Ann Arbor, MI: University of Michigan Press.
  • Allan, J. 2007. Rethinking Inclusive Education. Dordrecht: Springer.
  • Allan, J. 2010. “The Inclusive Teacher Educator: Spaces for Civic Engagement.” Discourse: Studies in the Cultural Politics of Education 31 (4): 411–422.
  • Allan, J., and R. Slee. 2008. Doing Inclusive Education Research. Rotterdam: Sense Publishers.
  • Apple, M., and L. Christian-Smith. 1991. “The Politics of the Textbook.” In The Politics of the Textbook, edited by M. Apple, and L. Christian-Smith, 1–21. New York: Routledge.
  • Armstrong, D., A. C. Armstrong, and I. Spandagou. 2011. “Inclusion: By Choice or by Chance?” International Journal of Inclusive Education 15 (1): 29–39. doi: 10.1080/13603116.2010.496192
  • Artiles, A. J., N. Harris-Murri, and D. Rostenberg. 2006. “Inclusion as Social Justice: Critical Notes on Discourses, Assumptions, and the Road Ahead.” Theory Into Practice 45 (3): 260–268. doi: 10.1207/s15430421tip4503_8
  • Barnes, C. 2003. “What a Difference a Decade Makes: Reflections on Doing ‘Emancipatory’ Disability Research.” Disability and Society 18 (1): 3–17. doi: 10.1080/713662197
  • Barton, L., and P. Clough. 1995. “Conclusion: Many Urgent Voices.” In Making Difficulties: Research and The Construction of Special Educational Needs, edited by P. Clough, and L. Barton, 143–147. London: Paul Chapman Publishing.
  • Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research and Critique. Revised ed. Lanham, MD: Rowman and Littlefield.
  • Bines, H. 1995. “Risk, Routine and Reward: Confronting Personal and Social Constructs in Research on Special Educational Needs.” In Making Difficulties: Research and The Construction of Special Educational Needs, edited by P. Clough, and L. Barton, 42–57. London: Paul Chapman Publishing.
  • Black-Hawkins, K. 2012. “Developing Inclusive Classroom Practices: What Guidance Do Commercially Published Texts Offer Teachers?” European Journal of Special Needs Education 27 (4): 499–516. doi: 10.1080/08856257.2012.720412
  • Brantlinger, E. 1997. “Using Ideology: Cases of Nonrecognition of the Politics of Research and Practice in Special Education.” Review of Educational Research 67 (4): 425–459. doi: 10.3102/00346543067004425
  • Brantlinger, E. 2006. “The Big Glossies: How Textbooks Structure (Special) Education.” In Who Benefits from Special Education? Remediating (Fixing) Other People’s Children, edited by E. Brantlinger, 45–76. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
  • Coleman, L. 2012. “Incorporating the Notion of Recontextualisation in Academic Literacies Research: The Case of a South African Vocational Web Design and Development Course.” Higher Education Research and Development 31 (3): 325–338. doi:10.1080/07294360.2011.631519.
  • Department of Basic Education. 2011. Action Plan to 2014: Towards the Realisation of Schooling 2025. Pretoria: Government Printers.
  • Department of Education. 2001. Education White Paper Six: Special Needs Education. Pretoria: Government Printers.
  • du Toit, P., and C. Forlin. 2009. “Cultural Transformation for Inclusion, What is Needed? A South African Perspective.” School Psychology International 30 (6): 644–666. doi: 10.1177/0143034309107081
  • Engelbrecht, P. 2011. “Equity in Inclusive Education in South Africa.” In Inclusive Education. Equity Across Five Continents, edited by A. Artiles, E. Kozleski, and F. Waitoller, 147–160. Cambridge, MA: Harvard Education Press.
  • Florian, L. 2012. “Teacher Education for Inclusion: A Research Agenda for the Future.” In Future Directions for Inclusive Teacher Education: An International Perspective, edited by C. Forlin, 212–220. London: Routledge.
  • Gee, J. P. 2008. Social Linguistics and Literacies: Ideology in Discourses. 3rd ed.Milton Park: Routledge.
  • Janks, H. 2010. Literacy and Power. New York: Routledge.
  • Liasidou, A., and L. Symeou. 2016. “Neoliberal Versus Social Justice Reforms in Education Policy and Practice: Discourses, Politics and Disability Rights in Education.” Critical Studies in Education. doi:10.1080/17508487.2016.1186102.
  • Loreman, T. 2013. “Book Review: The Irregular School.” Canadian Journal of Education 36 (1): 440.
  • Luckett, K. 2009. “The Relationship Between Knowledge Structure and Curriculum: A Case Study in Sociology.” Studies in Higher Education 34 (4): 441–453. doi:10.1080/03075070902772018.
  • Mertens, D. 2009. Transformative Research and Evaluation. London: The Guilford Press.
  • Messiou, K. 2014. “Working with Students as Co-Researchers in Schools: A Matter of Inclusion.” International Journal of Inclusive Education 18 (6): 601–613. doi:10.1080/13603116.2013.802028.
  • Morrow, W. 2007. Learning to Teach in South Africa. Pretoria: HSRC Press.
  • Nussbaum, M. 1997. Cultivating Humanity. A Classical Defense of Reform in Liberal Education. Cambridge, MA: Harvard University Press.
  • Pather, S. 2011. “Evidence on Inclusion and Support for Learners with Disabilities in Mainstream Schools in South Africa: Off The Policy Radar?” International Journal of Inclusive Education 15 (10): 1103–1117. doi:10.1080/13603116.2011.555075.
  • Republic of South Africa. 2015. “Revised Minimum Requirements for Teacher Education Qualifications.” Government Gazette No. 38487. Pretoria: Government Printing Works.
  • Rice, N. 2005. “Guardians of Tradition: Presentations of Inclusion in Three Introductory Special Education Textbooks.” International Journal of Inclusive Education 9 (4): 405–429. doi:10.1080/13603110500147179.
  • Rouse, M. 2010. “Reforming Initial Teacher Education: A Necessary but not Sufficient Condition for Developing Inclusive Practice.” In Teacher Education for Inclusion, edited by C. Forlin, 47–55. Abingdon: Routledge.
  • Shalem, Y., and L. Slonimsky. 2010. “The Concept of Teaching.” In Retrieving Teaching, edited by Y. Shalem, and S. Pendlebury, 12–23. Cape Town: Juta.
  • Sharma, U., C. Forlin, and T. Loreman. 2008. “Impact of Training on Pre-service Teachers’ Attitudes and Concerns About Inclusive Education and Sentiments About Persons with Disabilities.” Disability and Society 23 (7): 773–785. doi:10.1080/09687590802469271.
  • Singh, P. 2002. “Pedagogising Knowledge: Bernstein’s Theory of the Pedagogic Device.” British Journal of Sociology of Education 23 (4): 571–582. doi: 10.1080/0142569022000038422
  • Slee, R. 2000. “Professional Partnerships for Inclusive Education?” Melbourne Studies in Education 41 (1): 1–15. doi:10.1080/17508480009556341.
  • Slee, R. 2011. The Irregular School. Milton Park: Routledge.
  • Waitoller, F., and A. Artiles. 2013. “A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program.” Review of Educational Research 83 (3): 319–356. doi: 10.3102/0034654313483905
  • Walton, E. 2016. The Language of Inclusive Education. Milton Park: Routledge.
  • Walton, E. 2017. “Inclusive Education in Initial Teacher Education in South Africa: Practical or Professional Knowledge?” Journal of Education 67: 101–128.
  • Walton, E., and L. Rusznyak. 2017. “Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University.” The International Journal of Disability, Development and Education 64 (3): 231–248. doi: 10.1080/1034912X.2016.1195489
  • Yates, L. 2012. “The Irregular School: Exclusion, Schooling and Inclusive Education.” Journal of Education Policy 27 (3): 441–442. doi:10.1080/02680939.2011.642652.
  • Young, M. F. D. 2000. “Rescuing The Sociology of Educational Knowledge from the Extremes of Voice Discourse: Towards a New Theoretical Basis for the Sociology of the Curriculum.” British Journal of Sociology of Education 21 (4): 523–536. doi: 10.1080/713655366

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.