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Synopsis
This book seeks to offer a contribution to the ongoing discussion on inclusion in education. The initiative was born in a research group from the University of Ljubljana, Slovenia. Three researchers from Italy, Serbia and the United Kingdom joined the group later. The authors believe that the book offers relatively fresh perspectives on the topic. Firstly, the authors provide an interdisciplinary perspective by approaching the concept of inclusion on three horizons, which they understand as mutually compatible and co-dependent: pedagogical approaches, social contexts and theoretical reflections. Secondly, they offer a specific geographical perspective. The authors’ desire is to highlight specific perspectives that are not common in the ‘mainstream’ literature: perspectives from Central and Southern Europe.
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About the Author
Pavel Zgaga is a Professor of Philosophy of Education at the Faculty of Education, University of Ljubljana. He has held several research grants and directed or contributed to a number of national and international research projects focused on various issues in contemporary higher education, education policy and reforms, as well as on teacher education in a comparative international perspective.
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Inclusion in Education : Reconsidering Limits, Identifying Possibilities
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Inclusion in education: reconsidering limits, identifying possibilities. Pavel Zgaga (ed.)
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Berlin ; Bern ; Wien : Peter Lang [2019]., 2019
ISBN 10: 3631778597
ISBN 13: 9783631778593
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Festeinband. Condition: Wie neu. 270 Seiten : Illustrationen ; 22 cm, 422 g Tadelloses, sauberes Exemplar. This book seeks to offer a contribution to the ongoing discussion on inclusion in education. The initiative was born in a research group from the University of Ljubljana, Slovenia. Three researchers from Italy, Serbia and the United Kingdom joined the group later. The authors believe that the book offers relatively fresh perspectives on the topic. Firstly, the authors provide an interdisciplinary perspective by approaching the concept of inclusion on three horizons, which they understand as mutually compatible and co-dependent: pedagogical approaches, social contexts and theoretical reflections. Secondly, they offer a specific geographical perspective. The authors' desire is to highlight specific perspectives that are not common in the 'mainstream' literature: perspectives from Central and Southern Europe. Contents: Pavel Z gaga Inclusion in Education: Between Opportunities and Limits: Introduction to the Theme 7 Part I: Inclusive Pedagogy Lani Florian Conceptualising Inclusive Pedagogy 29 Mojca Pecek and Suncica Macura Defining the Boundaries of Inclusion within Compulsory Education and Teacher Education 45 Irena Lesar and Mojca Zveglic Mihelic University Teaching Staff about the Inclusiveness: Are Their Beliefs Barriers in the Process of Implementation of Inclusiveness in Slovenia? 71 Darja Zorc- Maver, Annalisa Morganti and Janez Vogrinc A Comparative Analysis of Inclusion in Slovenia and Italy 97 Part II: Inclusive Society Spela Razpotnik Intersectionality as a Tool for Overcoming the Barriers of Inclusion 115 Bojan Dekleva Limits to Housing Inclusion 139 Nina Marin Integration of Refugees in Slovenia: Limits and Possibilities 161 Part III: Reconsidering Inclusion Nika Susteric Shifting Rationalities: Exclusion, Integration, and Inclusion in Education 187 Urban Kordes and Florian Klauser Inclusion and Empirical Research-an Uneasy Relationship 205 Janez Krek Inclusion as Subjective Inclusion 227 ISBN 9783631778593 Sprache: Englisch Gewicht in Gramm: 419. Seller Inventory # 1156865
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Hardback. Condition: New. This book seeks to offer a contribution to the ongoing discussion on inclusion in education. The initiative was born in a research group from the University of Ljubljana, Slovenia. Three researchers from Italy, Serbia and the United Kingdom joined the group later. The authors believe that the book offers relatively fresh perspectives on the topic. Firstly, the authors provide an interdisciplinary perspective by approaching the concept of inclusion on three horizons, which they understand as mutually compatible and co-dependent: pedagogical approaches, social contexts and theoretical reflections. Secondly, they offer a specific geographical perspective. The authors' desire is to highlight specific perspectives that are not common in the 'mainstream' literature: perspectives from Central and Southern Europe. Seller Inventory # LU-9783631778593
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