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Inside the `inclusive` early childhood classroom, Watson, Karen


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Автор: Watson, Karen
Название:  Inside the `inclusive` early childhood classroom
ISBN: 9781433134333
Издательство: Peter Lang
Классификация:


ISBN-10: 1433134330
Обложка/Формат: Hardback
Страницы: 220
Вес: 0.42 кг.
Дата издания: 03.05.2017
Серия: Childhood studies
Язык: English
Издание: New ed
Размер: 155 x 229 x 19
Читательская аудитория: Professional & vocational
Ключевые слова: Pre-school & kindergarten,Primary & middle schools,Teaching of specific groups & persons with special educational needs, EDUCATION / Educational Psychology,EDUCATION / Philosophy & Social Aspects,EDUCATION / Preschool & Kindergarten,EDUCATION / Special Ed
Подзаголовок: The power of the `normal`
Рейтинг:
Поставляется из: Англии
Описание:

Inside the Inclusive Childhood Classroom: The Power of the Normal’ offers a critique of current practices and alternative view of inclusion. The rich data created inside three classrooms will challenge those who work in the field, as the children and their performances, previously overlooked, are foreground. Although at times confronting, it is ultimately invaluable reading for classroom teachers, students, academics, and researchers as well as anyone who desires to deepen their understanding of inclusive processes. The inclusion of children with diagnosed special needs in mainstream early childhood classrooms is a policy and practice that has gained universal support in recent decades. Exploring ways to include the diagnosed child has been of interest to inclusive research. Adopting a poststructural perspective, this book interrupts taken for granted assumptions about inclusive processes in the classroom. Attention is drawn to the role played by the undiagnosed children, those positioned as already included. Researching among children, this ethnography interrogates the production of the classroom ‘normal’. As the children negotiate difference, the operations of the ‘normal’ are made visible in their words and actions. In their encounters with the diagnosed Other, they take up practices of tolerance and silence, effecting fear, separation, and a desire to cure. These performances echo practices, presumed abandoned, from centuries past. As a way forward this book urges a rethink of practice-as-usual, as these effects are problematic for inclusion and not sustainable. A greater scrutiny of the ‘normal’ is needed, as the power it exercises, impacts on all children and how they become subjects in the classroom.


Дополнительное описание:

Acknowledgements – Introduction: Questioning My ‘Truth’ about Inclusion – Troubling Inclusion: Policy and Practice – Doing Poststructural Ethnography Inside the ‘Inclusive’ Classroom – Exploring the Production, Reproduction and Maintenance of the ‘Norm



Inside the `inclusive` early childhood classroom

Автор: Watson, Karen
Название: Inside the `inclusive` early childhood classroom
ISBN: 1433134322 ISBN-13(EAN): 9781433134326
Издательство: Peter Lang
Рейтинг:
Цена: 9364.00 р.
Наличие на складе: Есть у поставщика Поставка под заказ.

Описание:

Inside the Inclusive Childhood Classroom: The Power of the Normal’ offers a critique of current practices and alternative view of inclusion. The rich data created inside three classrooms will challenge those who work in the field, as the children and their performances, previously overlooked, are foreground. Although at times confronting, it is ultimately invaluable reading for classroom teachers, students, academics, and researchers as well as anyone who desires to deepen their understanding of inclusive processes. The inclusion of children with diagnosed special needs in mainstream early childhood classrooms is a policy and practice that has gained universal support in recent decades. Exploring ways to include the diagnosed child has been of interest to inclusive research. Adopting a poststructural perspective, this book interrupts taken for granted assumptions about inclusive processes in the classroom. Attention is drawn to the role played by the undiagnosed children, those positioned as already included. Researching among children, this ethnography interrogates the production of the classroom ‘normal’. As the children negotiate difference, the operations of the ‘normal’ are made visible in their words and actions. In their encounters with the diagnosed Other, they take up practices of tolerance and silence, effecting fear, separation, and a desire to cure. These performances echo practices, presumed abandoned, from centuries past. As a way forward this book urges a rethink of practice-as-usual, as these effects are problematic for inclusion and not sustainable. A greater scrutiny of the ‘normal’ is needed, as the power it exercises, impacts on all children and how they become subjects in the classroom.


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