This book features case studies from teachers, leaders and educational professors on inclusion in schools. Using a conception of inclusion that acknowledges issues of race, gender, class, sexual orientation, religion and ability, this book provides readers with a useful blend of theory and practice. Each case is situated in a school setting and offers readers opportunities to learn about the complexities and challenges associated with issues of exclusion and to develop practices that support inclusion.
I appreciate the pedagogical aspiration of this book: highlighting the dilemmas of inclusive practice, avoiding neat answers and provoking us to form our own conclusions. It brings inclusion out into the open for discussion. It challenges us to enter into debates about what inclusion really means, in practice not just in ambition. It is an unsettling book, without resolutions, reflecting the realities of lived experience but with a desire to move beyond the experiential to forge principles for inclusive practice.
Professor Trevor Gale, Head, School of Education, The University of Glasgow
Exclusion in schools and societies--exceedingly various in its forms and targets--can be particularly difficult to interrupt when routinized and normalized, or as we see increasingly today, when masked by false claims to democracy. As educators and leaders strive toward inclusion in the most robust and complex sense, we need look no further than this collection by Griffiths, Ryan, and colleagues that magnifies the complexities, contingencies, and contradictions of doing so. The refusal to oversimplify that defines the vast array of richly detailed cases only pushes readers further to grapple, question, dialogue, and imagine.
Kevin Kumashiro, author of