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Special Schools, Inclusion, and Justice discusses how special school provision is a feature of many, if not most, education systems despite the fact that inclusive education is promoted almost universally as both a moral and a political imperative.

In Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts from early childhood to tertiary education are examined and matters related to participation, policy and theory, and identity and well-being are explored. Individual chapters, which are drawn from papers presented at The Inclusive Education Summit held at the University of Canterbury, 2016, canvass a variety of topics including pedagogy, sexuality, theory, policy and practice. These topics are explored from the authors’...

In Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts from early childhood to tertiary education are examined and matters related to participation, policy and theory, and identity and well-being are explored. Individual chapters, which are drawn from papers presented at The Inclusive Education Summit held at the University of Canterbury, 2016, canvass a variety of topics including pedagogy, sexuality, theory, policy and practice. These topics are explored from the authors’...

The idea of «wellbeing» is increasingly prevalent in global policy contexts. Yet, as the chapters in this collection demonstrate, any understanding of wellbeing is contextual: what wellbeing is depends on where and how we listen and speak, the concepts at our disposal, the humans and nonhumans with whom we engage, and the focus of their, and our, aspirations. Many of the chapters in this collection reflect the context of Aotearoa New Zealand, which, in 2019, introduced a wellbeing approach to public policy that attracted the attention of global policy makers and other stakeholders. In this...