This edited book builds on International Perspectives on Exclusionary Pressures in Education (2023) and Theorising Exclusionary Pressures in Education (2024) to highlight different dimensions of exclusionary practices in schools and other educational settings around the world. Each chapter challenges established ways of thinking about and doing exclusion (and by extension inclusion), both generally and in specific national contexts. Readers are provided with varied theoretical and conceptual frameworks through which contested issues around social justice and inclusive education can be acknowledged and analysed. The book will be of interest to teacher educators and postgraduate students researching topics in inclusive education and 'special' education, where the aim is to introduce critical content that challenges narrow definitions of inclusion.
Chapter 1: Introduction.- Part 1: Trends, Tropes and Exclusionary Logics.- Chapter 2: Where is European Research on Inclusive Education Heading? An Analysis of European Conference of Educational Research Abstracts Over the Past 20 Years.- Chapter 3: Eugenics, Exclusion and Education: Challenging the Past to Change the Future.- Chapter 4: Exclusionary Pressures Undermining the Move Towards Inclusive Education in Cyprus: The Power of Aversive Disablism.- Chapter 5: Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia.- Chapter 6: 'If You Put Pressure on, They Will Just Make Shit Up': (Re)contextualising Global Inclusive Education Policy in Pakistan.- Chapter 7: Exclusionary Mechanisms in Accessing Higher Education in Conflict and Post-Conflict Settings: The Case of the Yazidi Minority in Iraq.- Part 2: Challenging In/Exclusionary Practice(s).- Chapter 8: Staying with the Trouble: Science Education and Pedagogies for Humanising and Inclusionary Practices for All.- Chapter 9: 'It is the Little Things You Can Do': Working for Inclusion in Cultures of Exclusion.- Chapter 10: Examining Exclusionary Pressures Through the Prism of Vygotsky's Perezhivanie.- Chapter 11: Technology, Artificial Intelligence and Inclusion.- Chapter 12: The Paradox of Diagnosis in Education Settings.
Elizabeth J. Done is Associate Professor in Inclusion at the University of Plymouth, UK and has published widely on in/exclusion in education.
