Index

Reading Inclusion Divergently

ISBN: 978-1-80071-371-0, eISBN: 978-1-80071-370-3

ISSN: 1479-3636

Publication date: 12 December 2022

This content is currently only available as a PDF

Citation

(2022), "Index", Amrhein, B. and Naraian, S. (Ed.) Reading Inclusion Divergently (International Perspectives on Inclusive Education, Vol. 19), Emerald Publishing Limited, Bingley, pp. 209-214. https://doi.org/10.1108/S1479-363620220000019015

Publisher

:

Emerald Publishing Limited

Copyright © 2023 by Emerald Publishing Limited


INDEX

Ability-tracking
, 85

Ableism in education
, 29–32

Acquired immunodeficiency syndrome (AIDS)
, 22

Agentive manoueverings
, 4

Anthology
, 203

Articulations
, 4

of inclusion
, 6–7

Assessments
, 36

Bangkok, reconstructing practices of difference in primary schools in
, 160–162

Binary distinctions
, 193

Capacitation
, 88–90

Cartography of SNAPs
, 45–46

Centers for Early SEN identification, assessment, and rehabilitation services (CEIARS)
, 137

Children
, 128

perspectives
, 69

Citizen participation
, 94

CLASDISA project
, 149–150

Cognitive psychology
, 39

Colonial legacies
, 12

Colonialism
, 50–51

Communication
, 152–153

Competence-based curriculum (CBC)
, 137

Contemporary schooling
, 30

Context
, 159

Contextual elements
, 189

Contextualisation
, 160

COVID-19 pandemic
, 23, 31–32

and global crises
, 24–25

Craniometry
, 190

Crises
, 22

Critical interrogation of inclusive practices in local contexts
, 12–14

Critical social theorists
, 189

Critical tools
, 66–71

disability arts
, 68–69

disability studies
, 66–67

students’ perspectives
, 69–71

Culture
, 146

Dance
, 69

Danish (DANIDA)
, 132–133

Data analysis
, 189–190

in international research projects
, 160–164

reconstructing practices of difference in primary schools in Bangkok
, 160–162

Data collection
, 189–190

De-concentration
, 97

De-segregation
, 114

Debilitation
, 86–88

Decentralisation
, 97

Decision architecture
, 39

Derogation of individual freedom
, 25

Devolution
, 97

Diagnostics
, 36

Disability Law
, 57

Disability/disabilities
, 3, 9, 128, 150

arts
, 68–69

concept
, 191

scholars
, 192

studies
, 7–8, 63–64

studies
, 66–67, 190–191

theory
, 6–7

Disabled artists
, 68

Disabled dancers
, 69

Dishuman studies
, 190–191

Dishumanist approaches
, 190–191

Disposability
, 12–13, 78–79, 82

protection from
, 82–83

Diversity
, 161

Documentary method
, 160

Doing inclusive education research
, 181

Dutch school
, 54–55

Education

crises and lessons from pandemic
, 27–29

system
, 115–116

Education for All (EFA)
, 7–8

Education Ministry
, 135

Education Sector Strategic Plan (ESSP)
, 135

Educational inequality
, 122–123

Equality of opportunity
, 28

Equity
, 86

Ethnography
, 160

Exceptionality
, 65

Exclusion
, 22, 94–95, 172

Fallibility of SNAPs
, 38–39, 41

Family dynamics
, 81–82

Federal Republic of Germany (FRG)
, 37, 41

Foucault’s heterotopias concept
, 51

Foucault’s normalisation society
, 49–50

Gap theory
, 2

General education
, 3

Geopolitical caste constructions
, 79–81

German Democratic Republic (GDR)
, 37, 40–41

German education system
, 6, 13

German school system

discrimination and unequal educational opportunities in
, 111–113

inclusive education reforms in
, 117

Global North and South
, 2

Global South
, 149

Hermeneutics
, 4

Heterochronias
, 51

in Indonesian Schooling
, 53–56

Heterotopias
, 51

of ‘inclusive education’
, 51–53

History of education
, 46

Human immunodeficiency virus (HIV)
, 22

Ideology of ability
, 3

Impairment
, 9

‘Impairment, Disability, Handicap’ concepts
, 129

Implementation
, 2, 4

gap
, 2

Inclusion
, 1–2, 43–44, 109–110, 146–147, 172, 190–191, 195–196, 203, 205

complexes
, 195

COVID-19 and global crises
, 24–25

discourses
, 2

discrimination and unequal educational opportunities in German school system
, 111–113

diverse practices
, 5–10

education crises and lessons from pandemic
, 27–29

hierarchised epistemologies
, 2–3

inflationary use of concept of inclusion and education policy curtailments
, 109–111

issues
, 94

multi-level theoretical view of education system
, 115–117

and participation from spatial lens
, 104–105

postscript on trust and ableism in education
, 29–32

via struggles
, 11–12

translating ideals, articulating possibility
, 3–5

traveling through time, place and theory
, 7–10

upheaval and survival
, 25–27

Inclusive coexistence
, 205

Inclusive education (IE)
, 1–2, 30–31, 49–51, 65, 137–138, 146–147, 172, 205–206

ability-tracking
, 85

advances, gains, critiques and criticisms
, 78

for Africa
, 128–130

capacitation
, 88–90

challenges of inclusive education research
, 172–174

comparative and international perspectives
, 181–182

conceptual approaches to research in
, 177–181

constructing positive attributes
, 83–85

contexts in Rwanda
, 133–134

debilitation
, 86–88

developing capacity for inclusive education services
, 136–137

from disability studies perspective in varied world regions
, 192–193

family dynamics
, 81–82

geopolitical caste constructions
, 79–81

and global trends
, 132–133

heterotopias
, 51–53

literature review
, 175–177

observations on and tendencies of qualitative research
, 175–177

promoting inclusive education qualities in schools
, 137–138

protection from disposability
, 82–83

qualities in schools
, 137

re-interpretation and curtailments in inclusive education reforms
, 113–115

recontextualisation in
, 119–122

reforms in German school system
, 117

segregation
, 85–86

struggle for
, 23

Inclusive educators
, 195–196

Inclusive pedagogy
, 205

Inclusive practice
, 195–196

Inclusive schooling
, 3–4, 8

Inclusive schools

of Indonesia
, 49–50

system
, 110–111

Inclusive teaching practices
, 158

context in international research on inclusive education
, 158–160

examples of data analysis in international research projects
, 160–164

Indian teacher, interpreting and contextualising interview data of
, 163–164

Indonesia
, 49–50

inclusive schools
, 49–50

school authorities
, 50

Indonesian Schooling, heterochronias in
, 53–56

Inequality
, 22

Institutions
, 194–195

Integrative learning group system (IL system)
, 118–119

Intellectual masturbation
, 65

International Classification of Functioning and Health (ICF)
, 150

International collaborations
, 146

International human rights-based paradigm
, 172

International research methods
, 158–160

Interpretative approaches
, 177–181

Intersectionality
, 10

Karma
, 151

Karma TV
, 153

Kenya Institute of Special Education (KISE)
, 132–133

Knowledge-power
, 49–51

Kynicism
, 68

Learning
, 195–196

Local practices

excluding voices of parents
, 102–103

maintaining power of NGOs
, 103–104

multiple complexities of
, 98–104

strengthening municipal government entities
, 100–102

Mainstreaming
, 110

Marxist-Leninist regime
, 96

Materiality theories
, 9–10

Medical model
, 9

Mental health
, 26–27

Metamorphosing
, 21

Methodological/epistemological commitments in analysing inclusive education
, 14–15

Methodology
, 177

Micro-physics
, 51

of deviant families
, 56–58

Mindfulness concept
, 204–205

Mindfulness-based Stress Reduction course
, 204

Ministry of Education (MINEDUC)
, 135

‘New Order’ of politics
, 55

New Theory of School
, 115–116, 119

NGOs
, 99–100

maintaining power of
, 103–104

Nine Year-Basic Education program (9YBE program)
, 133–134

access, enrolment, progress and completions in
, 135–136

Non-disposables
, 82–83

Normalisation

in education
, 58–59

society
, 49–50

Normativity
, 172, 174

Northernness
, 8–9

Not-disposables
, 82–83

NVivo
, 79

Online education
, 23

Order-building technologies
, 12–13, 79, 85

Pancasila ideology
, 55

Pandemic
, 23

education crises and lessons from
, 27–29

negative effects
, 27

Paradoxes of trust
, 30

Participation
, 94

Participatory research
, 149–154

Phrenology
, 190

Physical movement
, 69

PISA
, 112

Policies
, 128

Post-development
, 94–95

contexts of practices
, 96–97

framework and spatial lens
, 95–96

methodology
, 97–98

Post-humanist perspective, research inclusion from
, 193–196

Posthumanism
, 190–191

disability studies, posthumanism and inclusion
, 190–191

introduction to posthumanist thought
, 188–190

research inclusion from post-humanist perspective
, 193–196

researching inclusive education from disability studies perspective in varied world regions
, 192–193

Posthumanist approaches
, 187–188, 191

Posthumanist thought, introduction to
, 188–190

Pouvoir-savoir
, 49–50

Power
, 94, 96

Practice
, 128

Pre-schools
, 98

Primary schools
, 98

ProITEM project
, 149–150

Pusat Studi dan Layanan Disabilitas (PSLD)
, 51–52

Qualitative methods
, 177

Qualitative research
, 189–190

Reconstructive approaches
, 177–181

Recontextualisation
, 116

in inclusive education reforms
, 119–122

processes in inclusive school development processes
, 117–119

Reflexivity
, 4–5

Reform
, 113, 119

Reformasi movement
, 55–56

Reification
, 172, 174

Research
, 172

inclusion from post-humanist perspective
, 193–196

tools
, 189

Researching inclusive education
, 63–64

Response-to-Intervention Model (RTI)
, 122–123

as recontextualisation strategy on part of school actors
, 122–123

Rwanda
, 128

access, enrolment, progress and completions in 9YBE & 12YBE levels
, 135–136

background influences or setbacks
, 130–131

developing capacity for inclusive education services
, 136–137

early identification, assessment and support provisions of special needs
, 136

inclusive education and global trends
, 132–133

inclusive education contexts in Rwanda
, 133–134

inclusive education for Africa
, 128–130

inclusive education qualities in schools
, 137

policy implementation status
, 135

promoting inclusive education qualities in schools
, 137–138

study in
, 134–135

Rwanda Education Board (REB)
, 137–138

Scholars
, 204–205

Schooling
, 176

Schools, situation in
, 135

Segregation
, 85–86

Social coexistence of people
, 205

Social model
, 67

Social suffering
, 9

Socialist-Leninist regime
, 96–97

Society for Disability Studies (SDS)
, 66

Space
, 95

Spatial lens
, 95–96

Spatial thinking
, 95

Special and inclusive education
, 65

Special education
, 3

Special Educational Needs (SEN)
, 3–4, 31, 136

early identification, assessment and support provisions of special needs
, 136

Special needs
, 128

Special Needs and Inclusive Education (B. Ed SNE)
, 137

Special Needs Assessment Procedures (SNAPs)
, 11–12, 36

cartography of
, 45–46

conceptualizations
, 44–45

investigation of individual findings and cases
, 42–44

key traits and characteristics
, 36–37

localization and potential fallibilities
, 37–41

unarticulated–implications for future (comparative) research on
, 42–46

Sri Lanka
, 78–79

Structural Adjustment Programmes (SAPs)
, 102–103

Struggle for inclusive education
, 23

Students

narratives
, 78–79

perspectives
, 69–71

Sustainable Development Goals (SDGs)
, 158–159

Teacher training colleges (TTCs)
, 137

Teachers
, 191

narratives
, 78–79

orientations towards diverse learners
, 162–164

Thai teacher, interpreting and contextualising interview data of
, 161–162

Theology of politics
, 50

‘Tourist’ model of inquiry
, 2

Transformation process
, 205–206

Translations
, 4–5

Transnational/transcultural research collaboration
, 146–147

communication
, 152–153

knowledge gaps
, 147–149

level of content
, 150–151

level of scientific socialisation
, 151–152

participatory research
, 149–154

research practice
, 153–154

Trust
, 23

paradoxes of
, 30

postscript on
, 29–32

12 Years of free education (12YBE)
, 133–134

access, enrolment, progress and completions in
, 135–136

Uganda National Institute of Special Education (UNISE)
, 132–133

Uncertainty
, 196

Union of Physically Impaired against Segregation (UPIAS)
, 66

United Nations Convention (UN Convention)
, 205

United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD)
, 110–111, 114, 117, 133, 158–159

Universal Design for Learning (UDL)
, 31

Universal schooling
, 27

University of Rwanda CE (UR CE)
, 137

Ushirikishwaji
, 129

Vernacularisation
, 4

Prelims
Theories, Contexts, Practices: Traveling Alongside the Possibilities of ‘Inclusion’
Part I Understanding Inclusion via Struggles Around the World
A World Exposed: A Plaintive Plea for Inclusion
Historical and International-Comparative Perspectives on Special Needs Assessment Procedures – Current Findings and Potentials for Future Research
Genealogical Critique of Institutionalising ‘Inclusive Education’ in Indonesia
Disability Studies, Disability Arts and Students' Perspectives: New Critical Tools for Inclusive Education
Part II Critical Interrogation of Inclusive Practices in Local Contexts
Incessant Agitations: Inclusive Education and the Politics of Disposability
Inclusion and Exclusion in Local Governance: A Post-Development and Spatial Perspective on a Field Study from Benin
The Struggle for the Power of Interpretation of Inclusive Education in Germany – Multi-Level Theoretical Considerations
Stifled or Loosened Course of Inclusive Education in Rwanda: Interrogating Policy and Practice in Africa
Part III Methodological/Epistemological Commitments in Analyzing Inclusive Education Processes and Practice
Establishing and Maintaining Participatory Elements in Transnational and Cultural Research Collaboration on Inclusive Education
The Notion of Context in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches
Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research
Stimulating Methodological Innovations in Researching Inclusion: Posthumanism and Disability
Part IV Conclusion
Staying Mindful, Moving With (Un)certainty
Index