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Construction of difference and diversity within policy and practice in England.
- Source :
-
Cambridge Journal of Education . Mar2013, Vol. 43 Issue 1, p107-122. 16p. - Publication Year :
- 2013
-
Abstract
- Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers’ understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and ‘ableness’. Two frameworks around orientations to diversity and types of pedagogic need are combined in order to examine this tension and develop possible responses. This is illustrated through the example of special educational needs as a type of difference. The paper argues that for critical, ethical and socially just pedagogies, policy needs to support teachers in acknowledging and troubling difference at the classroom level. [ABSTRACT FROM AUTHOR]
- Subjects :
- *EDUCATION policy
*DIVERSITY in education
*SPECIAL education
*EDUCATION
*TEACHERS
Subjects
Details
- Language :
- English
- ISSN :
- 0305764X
- Volume :
- 43
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Cambridge Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- 86009933
- Full Text :
- https://doi.org/10.1080/0305764X.2012.749216