TY  - CHAP
AB  - Abstract The chapter is a practise led example of how the inclusive pedagogical approach in action (IPAA) framework lives as evidence of inclusive pedagogy. In particular it draws on understandings of cross-curriculum design as an approach that supports teaching practises for all children. Some readers may be familiar with the language of curriculum differentiation. Commonalties may be seen in the approaches that advocate for curriculum differentiation and cross-curriculum design, however not a lot is gained by adding another language game or rule of curriculum talk which asserts the power of difference by applying the language of differentiation as the focus for inclusive pedagogical action. As the IPAA framework stresses, teachers must believe that they are qualified and capable of teaching all children. Teachers who are engaged in the IPAA in action continually develop creative new ways of working and their professional stance is one where they are willing to work with others (including all of their students) to continually enhance their professional learning through practise orientations. Hence, in this chapter, both the theoretical underpinnings of effective teaching associated with the cross-curriculum design are assumed to have a potential link to any one of the other curricular areas specified in this book. Cross-curriculum design inherently foregrounds inclusive pedagogical possibilities and a concern for knowing more about curriculum theorising and reimaging classroom practice for all students, that is engaging in generative and productive pedagogical work.
VL  - 7
SN  - 978-1-78441-647-8, 978-1-78441-648-5/1479-3636
DO  - 10.1108/S1479-363620150000007018
UR  - https://doi.org/10.1108/S1479-363620150000007018
AU  - Moss Julianne
AU  - Harvie Kate
PY  - 2015
Y1  - 2015/01/01
TI  - Cross-Curriculum Design: Enacting Inclusive Pedagogy and Curriculum
T2  - Inclusive Pedagogy Across the Curriculum
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 259
EP  - 279
Y2  - 2024/04/25
ER  -