Those attempting to research inclusive education face an enormous challenge. Not only is it a highly complex field, but it is also fraught with tensions, sometimes spilling into over into disputes between researchers over ideology. Research textbooks present research decision-making as relatively straightforward and offer little help to students and novice researchers on how to navigate complex fields such as inclusive education or understand ideology. Doing Inclusive Education Research is an attempt to lift the lid on the processes of doing research and uncovers the experiences of key researchers in the field.  Len Barton, Mike Oliver, David Gillbourn, Deborah Youdell, Stephen Ball, Ellen Brantlinger, Sally Tomlinson, Mel Ainscow, Lani Florian, Alan Dyson, Suzanne Carrington, Ken Kavale, Karen Harris and Kim Cornish have all opened themselves up to scrutiny and reveal the decisions and choices they made at different points of the research process, as well as some of their concerns as they undertook the work. They also respond to the invitation to discuss the positioning of their work and offer their 'take' on the ideological battles. Students and all involved in researching inclusive education will find Doing inclusive education research an indispensable, as well as fascinating, insight into the research process and will gain useful advice on how to engage with this complex field.

Doing Inclusive Educaton Research

Allan, Julie

Slee, Roger

Sense Publishers

Demo(s): Philosophy - Pedagogy - Politics

Education & Teaching

Schools & Teaching

Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. With new reflective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the first text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education. Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it. Christine Sleeter, Professor Emerita, California State University Monterey Bay Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today. Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work. Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path. Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa

Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education (Second Edition) (Transgressions: Cultural Studies and Education, 106)

Returning seven years later to their original pieces from this landmark book, over 20 leading scholars and activists revisit and reframe their rich contributions to a burgeoning scholarship on Whiteness. With new reflective writings for each chapter, and valuable sections on relevant readings and resources, this volume refreshes and enhances the first text to pay critical and sustained attention to Whiteness in education, with implications far beyond national borders. Contributors include George Sefa Dei, Tracey Lindberg, Carl James, Cynthia Levine-Rasky, and the late Patrick Solomon. Courageously examining diverse perspectives, contexts, and institutional practices, contributors to this volume dismantle the underpinnings of inequitable power relations, privilege, and marginalization. The book’s relevance extends to those in a range of settings, with abundant and poignant lessons for enhancing and understanding transformative social justice work in education.  Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it. Christine Sleeter, Professor Emerita, California State University Monterey Bay  Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today. Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education   Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work. Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst  Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path. Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa

American Black Women and Interpersonal Leadership Styles

American Black women bring different interpersonal leadership styles to Fortune and non-Fortune 500 organizations.  Their interpersonal leadership styles are developed at home, within their community, through their educational experiences, and within society.   They bring unique perspectives to the workplace. Organizations that recognize, respect, and value their different viewpoints have leaders who are contributing to the financial growth of their organizations. American Black women have career capital to offer to organizations through their self-efficacy, emotional intelligence, and the leadership strategies that they understand and apply in the workplace. In addition they bring high educational achievement, practical skills, and analytical abilities that are useful when leading others. They bring a persistent work ethic, support for education and leadership development, and an enduring spirit of cooperation in the midst of undeserved, personal challenges to the workplace.  They solve problems, help others succeed, enhance the workplace environment and organization culture, and help their organizations maintain competitive advantage in an evolving global economy.     Executive leadership should lead the effort to enhance the role of American Black women within their organizations.  Change begins at the top and integrating American Black women into executive leadership roles is a change initiative that must be strategically developed and managed through understanding who they are. This book provides a foundation upon which individuals and organizations can begin the change initiative through the use of the Five Values model as a career management system for developing and enhancing the careers of American Black women who are leading within and want to lead organizations.

American Black Women and Interpersonal Leadership Styles (Transgressions: Cultural Studies and Education)

Business & Money

Hughes, Claretha

Management & Leadership

Spotlight on China: Changes in Education Under China's Market Economy (Spotlight on China, 1)

Fuelled by forces of globalization, China has gradually shifted from a centrally planned economy to a socialist market economy. Under the market economy China has experienced a massive and protracted economic boom. It is not clear however whether recent economic changes have brought the same miracle to education in China. Spotlight on China brings together established and emerging scholars from China and internationally in a dialogue about the profound social and economic transformation that has resulted from the market economy and its concomitant impact on education in China. The book covers a wide range of topics, including:  • Market economy and curriculum reform • Teaching under China's market economy • Changes in higher education • Transitions from education to work  • Market economy and social inequality   With its broad scope and fresh critical perspectives, this collection offers a most contemporary and comprehensive analysis of possibly the largest education system in the world. Lessons learned from the China experiment will inform researchers and educators about social and educational reforms in other countries which are undergoing similar fundamental changes.  "Spotlight on China provides a state of the art picture: dynamic, partial, full of contradictions and tensions, and, as we speak, in movement and local reconfiguration." - Allan Luke, Queensland University of Technology  "The book moves social science research on China's education another step forward by refining the balance between the viability of mainstream western concepts and the analytical possibilities of creating a new scholarship based on a deeper understanding of the historically grounded realities of contemporary Chinese education." - Gerard A. Postiglione, The University of Hong Kong

Spotlight on China: Changes in Education under China's Market Economy (Spotlight on China, 1)

Imagined Worlds and Classroom Realities: Mythopoetic Provocations for Teachers and Teacher Educators

Stories matter. Stories speak about complex aspects of our lives that intuitively we know are important but for which the language of rational discourse is often inadequate. Stories draw on archetypal structures and evocative language in ways that create affect: they penetrate, provoke, and disturb. This is a book of nine stories about teachers and students. A young woman sits in her first teacher-education lecture and wonders what kind of a tribe she is joining. A preservice teacher clashes with his mentor teacher on a practicum. A teacher and students inhabit an online space with unpredictable consequences. Sally discovers the Universarium. Joseph writes a story that undoes his therapist. Sylvia struggles to free herself from an oppressive discourse about the nature of teaching. Two siblings support and console each other through their complex inductions into classroom lifeworlds. A secondary student goes missing and police, the media and his teachers wonder why. A teacher-education academic wrestles with elusive ideas in order to prepare a lecture that he hopes will make a more-than-passing impact. There is no other book like Imagined Worlds and Classroom Realities. It not only tells nine gripping stories, but also positions these stories as part of a growing scholarship about story-telling. It includes, as well, practical ways of using the stories in teacher education and professional development.

Shann, Steve

Mobile Teachers, Teacher Identity and International Schooling

In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being "different." The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the club's advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The show's content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual.

Glee and New Directions for Social Change (Youth, Media, & Culture, 3)

Humor & Entertainment

Television

Glee and New Directions for Social Change (Youth, Media, and Culture, 3)

See the best price to sell, buy or rent books by the Sense Publishers publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Sense Publishers

See the best price to sell, buy or rent books by the Sense Publishers publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Doing Inclusive Educaton Research

Demo(s): Philosophy - Pedagogy - Politics

Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education (Second Edition) (Transgressions: Cultural Studies and Education, 106)

Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education (Second Edition) (Transgressions: Cultural Studies and Education, 106)

American Black Women and Interpersonal Leadership Styles (Transgressions: Cultural Studies and Education)

Spotlight on China: Changes in Education under China's Market Economy (Spotlight on China, 1)

Imagined Worlds and Classroom Realities: Mythopoetic Provocations for Teachers and Teacher Educators

Mobile Teachers, Teacher Identity and International Schooling

Glee and New Directions for Social Change (Youth, Media, & Culture, 3)

Glee and New Directions for Social Change (Youth, Media, and Culture, 3)