Informed Visual Narratives from the Inside
This chapter is derived from a research project, conducted and completed in the United Kingdom (UK), which investigated the nature and characteristics of a disciplinary inclusion room (IR). I argue that such internal disciplinary approaches need not inter
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INNOVATIONS AND CONTROVERSIES: INTERROGATING EDUCATIONAL CHANGE Volume 6 Series Editors: Julie White, The Victoria Institute, Victoria University, Australia Kitty te Riele, Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia Editorial Board: Sanna Aaltonen, Finnish Youth Research Society, Finland Airini, Thompson Rivers University, Canada Angelo Benozzo, Università della Valle d’Aosta, Italy Lyndal Bond, Victoria University Australia Tim Corcoran, Deakin University, Australia Carlo Corroto, Otterbein University, Ohio, USA Andre de Quadros, Boston University, USA Ye Hong, China University of Political Science and Law, China Max Hope, University of Hull, UK Roger Slee, The University of South Australia, Australia Elizabeth St Pierre, University of Georgia, USA Jennifer A. Vadeboncoeur, University of British Columbia, Canada Rui Yang, The University of Hong Kong, Hong Kong Scope: The Victoria Institute, in partnership with Sense Publishers, is pleased to invite proposals for our book series, ‘Innovations and Controversies: Investigating Educational Change’. The series is intended to serve as a forum for international research and debates around contemporary innovations and controversies in education across a broad range of contexts. In particular, we invite scholarly contributions that focus on equity, justice and inclusion. Our conception of ‘education’ is not limited to schooling and we have a particular interest in different and new perspectives. We encourage contributions from established disciplines, within interdisciplinary research and from emerging areas of research. Discursive, methodological and theoretical explorations are particularly welcomed. Books in this series contribute to extending educational and social theory and developing frameworks that explore change and progress as well as the identification of new research agendas and interests. Equity, social justice and inclusion are interpreted broadly, and include social disadvantage, displacement, gender, sexuality, disability and health. Proposals are welcome from scholars working in a range of fields, including: • policy • higher education • curriculum, pedagogies and assessment • methodology and theory • creative industries
Inclusive Education Making Sense of Everyday Practice
Edited by Vicky Plows Victoria University, Australia and Ben Whitburn Deakin University, Australia
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-864-8 (paperback) ISBN: 978-94-6300-865-5 (hardback) ISBN: 978-94-6300-866-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Cover image: Exhibition curated by Alison Baker, photograph taken by Hendrik Jacobs
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