ORCID Profile
0000-0003-3137-2803
Current Organisation
University of Southampton
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Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-7703-4.CH001
Abstract: In the complex of marginalizing theories, policies, and practices, both in the academy and education more broadly, the design of inclusive education scholarship is intentionally relational. The purpose of this chapter is to examine how theories affecting inclusion direct the remit of teacher educators. In particular, attention is directed at interdisciplinary scholarly practice arising from in idual and institutional values that can and do go by uncritically questioned. The chapter describes the development of a program of inclusive education scholarship within teacher education that emphasizes ontological scrutiny. Learning outcomes are made explicit promoting advanced understandings about the application of theory, policy, curriculum design, resources, and pedagogy to differentiate teaching programs in ways that are accessible to learners with erse interests, needs, and backgrounds. Graduates are anticipated to meet challenging conditions of resistance to inclusion and be able to work in and against these with conviction.
Publisher: Stockholm University Press
Date: 2021
DOI: 10.16993/SJDR.772
Publisher: Routledge
Date: 08-12-2022
Publisher: Springer Science and Business Media LLC
Date: 08-07-2023
DOI: 10.1007/S13384-022-00545-0
Abstract: In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices as conceptualised by influential policy reports of this kind, highlighting the paradoxical expectations of the report on teachers whose situational awareness of classrooms is curtailed through regulation. The study examines the tension between teacher autonomy and constraints, negating important considerations to temporalities of learning. The central contribution of the paper is a conceptual understanding of how policy drivers position teacher expertise through standardisation, compliance and performance, a concern not unique only to the Australian context of educational policy, nor schooling.
Publisher: Liverpool University Press
Date: 08-2019
Publisher: Springer Fachmedien Wiesbaden
Date: 2020
Publisher: Informa UK Limited
Date: 29-11-2019
Publisher: Informa UK Limited
Date: 07-07-2017
Publisher: Informa UK Limited
Date: 31-10-2023
Publisher: Informa UK Limited
Date: 11-10-2022
Publisher: BRILL
Date: 20-10-2020
Publisher: Informa UK Limited
Date: 09-06-2019
Publisher: BRILL
Date: 20-10-2021
Publisher: Informa UK Limited
Date: 31-05-2018
Publisher: Emerald
Date: 22-05-2023
Abstract: This paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for erse teachers. Working as tempered radicals, they contend that anything less is exclusionary. Using a reciprocal interview method and drawing on Freirean ideals of dialogue and education as freedom from oppression, the authors offer dual perspectives from specific positionings as a non-tenured woman academic of colour and a tenured staff member with a disability. In framing this work dialogically and through Freirean ideals of conscientização, the authors' collective discussions politicise personal experiences of marginalisation in the teaching and researching of inclusion in education for preservice teachers, or more pointedly, in demonstrating the responsibility of all to orientate towards context-dependent inclusive practices. They assert that to enable educators to develop inclusion-oriented practice, the contextual frameworks need to ensure that they question their own experiences of inclusion as potentially precarious to enable meaningful teaching practice. It offers perspectives drawing on race, dis/ability and gender drawing on two voices. The bivocal perspective is in itself limitation. It is also located within a very Australian context. However, it does have the scope to be applied globally and there is opportunity to further develop the argument using more intersectional variables. The paper clearly highlights that universities require a sharper understanding of ersity, and minoritised staff's quotidian negotiations of marginalisations. Concomitantly inclusion and valuing of the epistemologies of minoritised groups facilitate meaningful participation of these groups in higher education contexts. This article calls for a more nuanced, empathetic and critical understanding of issues related to race and disability within Australian and global academe. This is much required given rapidly shifting demographics within Australian and other higher education contexts, as well as the global migration trajectories. This is an original research submission which contributes to debates around race and disability in HE. It has the potential to provoke further conversations and incorporates both hope and realism while stressing collaboration within the academic ecosystem to build metaphorical spaces of inclusion for the minoritised.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Ben Whitburn.