" . . . I thoroughly endorse the book. . . Fairtlough is an excellent thinker." Napier Collyns
"Takes Arie de Geus's thinking forward . . I have no hesitation in recommending it for publication." Gill Ringland
"The most important aspect is the potential to legitimise the use of storytelling in a business environment . . and help management think outside the box." Arie de Geus
Story-telling is one of the best ways for individuals, groups, organizations and societies to learn. Skill in story-telling and in other narrative activities...
" . . . I thoroughly endorse the book. . . Fairtlough is an excellent thinker." Napier Collyns
Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as deciders with regard to the inclusion of pupils with special educational needs. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the practices of self. It argues that existing research has tended to focus upon the practices of integration and inclusion, without much attention...
Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In ...
One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and re-examining the assumptions informing our perspectives, the concepts that we use including inclusive education and our intentions, especially in relation to the question of change. We need to beware of the danger of unexamined orthodoxies, the possibilities of ado- ing inclusive language with little, if any, changes in our thinking and practice and a sterile and insensitive position with regard to the pursuit of new or alternative ideas. In...
One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and ...
One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and re-examining the assumptions informing our perspectives, the concepts that we use including inclusive education and our intentions, especially in relation to the question of change. We need to beware of the danger of unexamined orthodoxies, the possibilities of ado- ing inclusive language with little, if any, changes in our thinking and practice and a sterile and insensitive position with regard to the pursuit of new or alternative ideas. In...
One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and ...
In this unique collection, the social capital - relationships and networks - of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings.
In this unique collection, the social capital - relationships and networks - of children and young people, and in one case parents and teachers, is ex...
The idea of social capital people s relationships and networks greatly interests policymakers, but evidence of how it actually works is scant. This unique collection explores the social capital of children and young people, and in one case parents and teachers, in a wide range of formal and informal settings. An interdisciplinary group of contributors provides in-depth accounts of children and young people developing and using social capital along with critical reflections on its significance and on the experience of researching these at times vulnerable people."
The idea of social capital people s relationships and networks greatly interests policymakers, but evidence of how it actually works is scant. This...
In the light of persistent concerns about the quality and relevance of educational research, nationally and internationally, there is a clear need to complement capacity building activities in the domain of methods and methodologies, with capacity building activities that focus on the roles of theory in educational research. This edited collection focuses on the contextual presence of theory, the practices of doing theory, and refractions on and agendas for theory respectively. This book is explicitly international in its scope and outlook, and aims to facilitate productive interaction and...
In the light of persistent concerns about the quality and relevance of educational research, nationally and internationally, there is a clear need ...
Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood as a medicalised condition, rather than simply as poor behaviour caused by other factors. It is the first scholarly analysis of psychopathology which draws on the philosophers Foucault, Deleuze, Guattari and Arendt to examine the processes whereby children s behaviour is pathologised. The heightened attention to mental disorders is contrasted with education practices in the early and mid-to-late twentieth century, and the emergence of a new...
Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood ...
Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments.
Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising...
Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational r...