000			03294nam a22004335i 4500
001			978-1-4020-6093-9
003			DE-He213
005			20251006084529.0
007			cr nn 008mamaa
008			100301s2008 ne | s |||| 0|eng d
020			_a9781402060939
020			_a99781402060939
024	7		_a10.1007/978-1-4020-6093-9 _2doi
082	0	4	_a306.43 _223
100	1		_aAllan, Julie. _eauthor.
245	1	0	_aRethinking Inclusive Education: The Philosophers of Difference in Practice _h[electronic resource] / _cby Julie Allan.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aInclusive Education: Cross Cultural Perspectives ; _v5
505	0		_aThe State of Inclusion -- Territories of Failure -- The Repetition of Exclusion in Policy and Legislation -- Excluding Research -- Putting the Philosophers to Work on Inclusion -- Deleuze and Guattari's Smooth Spaces -- Derrida and the (IM)Possibilities of Justice -- Foucault and the Art of Transgression -- Rethinking Inclusion? -- Teachers and Students: Subverting, Subtracting, Inventing -- Nomadic Learning to Teach: Recognition, Rupture and Repair -- Performing Inclusion: Instructive Arts Experiences -- Inclusive Research? -- The Politics of Inclusion.
520			_aThe inclusion of disabled children and those with difficult behaviour is increasingly being seen as an impossible challenge and, not surprisingly, concerns are being expressed by teachers unions and researchers about teachers' capacities, and willingness, to manage these demands. With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion. These ideas allow the task of including children to be reframed and offer, not solutions, but different ways of working which involve altering adult-child relationships -subverting, subtracting, and inventing and restructuring teacher education - recognition, rupture and repair. The propositions also include making use of the arts to challenge exclusion and to establish more inclusive practices. This is a must for teacher educators, researchers, student teachers and practising teachers concerned about the future of inclusion. It offers fresh insights and a steer towards possibilities for a more productive, and political, engagement with inclusion.
650		0	_aEDUCATION.
650		0	_aEDUCATION _xPHILOSOPHY.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATION & SOCIETY.
650	2	4	_aEDUCATIONAL PHILOSOPHY.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402060922
830		0	_aInclusive Education: Cross Cultural Perspectives ; _v5
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6093-9 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61568 _d61568