Inclusive Education

Inclusive Education Examining Equity on Five Continents

Edited by Alfredo J. Artiles, Elizabeth B. Kozleski, and Federico R. Waitoller
paper, 320 Pages
Pub. Date: November 2011
ISBN-13: 978-1-61250-115-4
Price: $34.00

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Despite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents.

Praise

The discourse of inclusion in the United States has clung to thin examinations of professional practices and standardized notions of student deficits. This volume offers a thoughtful remedy by exploring the cultural and political dimensions that contribute to the construction of human difference in a variety of local contexts. Appreciated in contextual complexity, inclusion is much more than a question of disability and accommodation. It presses us to question our highest purposes and hopes for schooling. — Scot Danforth, professor and director, School of Teacher Education, San Diego State University

At a time when most countries are struggling to develop more equitable education systems, this book provides a rich and valuable resource of ideas. Drawing on accounts of developments in diverse countries, the volume is unusual in the way that it conceptualizes inclusive education as being about a broad range of groups that are vulnerable to marginalization, exclusion, and low achievement. — Mel Ainscow, professor, University of Manchester, United Kingdom

This powerful collection of cross-cultural analyses penetrates the dilemma of implementing inclusion and equity within the contexts of vastly differing cultures and histories. Unique in its range of empirical and theoretical perspectives, Inclusive Education persuades us that, while it is impossible to devise a one-size-fits-all model of inclusion, the hallmark of education in the twenty-first century must be a global commitment to the search for equity. — Beth Harry, professor and chair, Department of Teaching and Learning, University of Miami

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About the Editors

Alfredo J. Artiles is professor of Culture, Society, and Education in the School of Social Transformation at Arizona State University. His interdisciplinary scholarship examines the ways cultural practices and ideologies of difference mediate school responses to students’ needs. His research also focuses on teacher learning for social justice. Artiles has published extensively for research, policy, and practice audiences in education, psychology, and related disciplines. His work has been published or reprinted in English, Spanish, French, Portuguese, and Hungarian. He is editor of the International Multilingual Research Journal, and edits the book series Disability, Culture, and Equity (Teachers College Press). Artiles has made over 240 professional presentations in the United States, Latin America, Africa, and Europe. He is vice president of the American Educational Research Association’s (AERA) Division on the Social Contexts of Education (2009–2011), an AERA Fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow, and a Resident Fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford University). His work has been supported by the U.S. Department of Education, the Spencer Foundation, the University of California’s Linguistic Minority Research Institute, Vanderbilt University’s Learning Sciences Institute, and the Motorola Foundation, among others.

Elizabeth B. Kozleski holds an EdD from the University of Northern Colorado. She is a professor of Culture, Society, and Education in ASU’s School of Social Transformation. She holds the UNESCO Chair in Inclusive International Research and the national 2011 TED-Pearson award for Teacher Education. Her scholarship theorizes and examines systems transformation in schools; how identity, culture, ability, and practices are negotiated in classrooms and schools; and how schools become purposeful sites for professional learning. Her work has been recognized internationally and includes a coedited (with Alfredo Artiles) book series, Disability, Culture, and Equity (Teachers College Press).

Federico R. Waitoller is an assistant professor at the Special Education Department in the College of Education at the University of Illinois at Chicago. He has been awarded the American Educational Research Association Minority Dissertation Fellowship and has presented his work at national and international conferences and research forums. His research agenda focuses on contemporary equity challenges in inclusive and urban education. In particular, he studies the role of institutions and educational reforms in mediating teachers’ identity and learning for inclusive education and the overrepresentation of minority students in special education. Waitoller has published his work in national and international peer-reviewed journals and in edited volumes. His most recent publications (with colleagues) include “The Miners Canary: A Review of Overrepresentation Research and Explanations” (Journal of Special Education) and “Teacher Learning for Inclusive Education: Understanding Teaching as a Cultural and Political Act,” (International Journal of Inclusive Education).


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