Spaced Out: Policy, Difference and the Challenge of Inclusive Education

This is an extremely important book containing a wealth of ideas and insights and raising important questions for discussion and further exploration. In a lucid and cogently argued analysis, the author both challenges dominant ideas and interp- tations and provides some alternative innovatory perspe...

Full description

Bibliographic Details
Main Author: Armstrong, F.
Format: eBook
Language:English
Published: Dordrecht Springer Netherlands 2003, 2003
Edition:1st ed. 2003
Series:Inclusive Education: Cross Cultural Perspectives
Subjects:
Online Access:
Collection: Springer Book Archives -2004 - Collection details see MPG.ReNa
LEADER 03521nmm a2200337 u 4500
001 EB000614465
003 EBX01000000000000000467547
005 00000000000000.0
007 cr|||||||||||||||||||||
008 140122 ||| eng
020 |a 9780306481642 
100 1 |a Armstrong, F. 
245 0 0 |a Spaced Out: Policy, Difference and the Challenge of Inclusive Education  |h Elektronische Ressource  |c by F. Armstrong 
250 |a 1st ed. 2003 
260 |a Dordrecht  |b Springer Netherlands  |c 2003, 2003 
300 |a XII, 193 p  |b online resource 
505 0 |a Researching the Practices and Processes of Policy Making -- Space, Place and Policy Making: Developing a Theoretical Framework -- Process, Practice and Emotion: Researching Policy and Space within a Cross-Cultural Framework -- The History of Special Education: Humanitarian Rationality or ‘Wild Profusion of Entangled Events’? -- Space, Place and Exclusion: Constructing Alternative Histories -- Four Settings: Dividing Spaces -- Discourse, Power and Policy Making: Uncovering the Politics of Social Practice in England -- Landscapes of Naming and Placing: Structures and Practices of Selection and Sorting in France -- Conclusion: Space, Place and the Production of the Other 
653 |a Education, general 
653 |a International and Comparative Education 
653 |a Educational sociology 
653 |a Comparative education 
653 |a Education 
653 |a International education  
653 |a Sociology of Education 
041 0 7 |a eng  |2 ISO 639-2 
989 |b SBA  |a Springer Book Archives -2004 
490 0 |a Inclusive Education: Cross Cultural Perspectives 
856 4 0 |u https://doi.org/10.1007/0-306-48164-2?nosfx=y  |x Verlag  |3 Volltext 
082 0 |a 370.116 
082 0 |a 370.9 
520 |a This is an extremely important book containing a wealth of ideas and insights and raising important questions for discussion and further exploration. In a lucid and cogently argued analysis, the author both challenges dominant ideas and interp- tations and provides some alternative innovatory perspectives. These include, the making and meaning of policy; the varied and complex ways in which inclusion and exclusion can be understood; the nature and function of categorisation, labelling and discursive practices within official discourse and procedures and the position and relationship between space, place and identities in relation to the experience of marginalized people including disabled children and young people. Drawing on concepts and insights from social and cultural geography Armstrong is able to seriously examine and discuss daily activities within institutional and social settings in England and France from several different angles. In sensitive, thoughtful and imaginative ways the micro-politics of social settings and encounters are explored through a process of deconstruction and reconstruction. Subtle, overt and contradictory features of interactions are carefully identified and critically discussed. This covers how meanings, decisions and outcomes of such encounters are developed, challenged and changed. Both in relation to discussions of the history of special education and her cri- cal self-reflections on the research process, the author challenges homogeneous conceptions and sanitized accounts of what, she argues, is an essentially messy process. It is the unevenness, discontinuities and contradictions of social conditions and relations that are depicted in insightful and disturbing ways