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Is the regular school or the special school or both the solution for educating students with a wide range of differences?  Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.   The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.  The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. 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It examines the implications of its analysis, especially for two important areas of policy – paying for teachers and paying for teaching in higher education – in order to highlight some underlying issues and consider alternative policy options, as well as reflect on possible futures.  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Recognising the shift in practice and priorities towards the production and analysis of attainment data that are compared locally, nationally and internationally, this important book explores the role and impact of digital data in the ‘data-obsessed’ school. Through insightful case studies the book critiques policy priorities which facilitate and demand the use of attainment data, within a neoliberal education system which is already heavily focused on assessment and accountability. Using an approach influenced by policy sociology and post-foundational frameworks, the book considers how data are productive of data-driven teacher and child subjectivities. The text explores how data have become an important part of making teachers’ work visible within systems which are both disciplinary and controlling, while often reducing the complexity of children’s learning to single numbers.   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Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take.  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In doing so, the study explores a number of ways in which religion has the potential to contribute to everyday school life, including through school ethos and values, inter-pupil relations, community cohesion and social identity and difference. At the centre of the analysis are two key sociological debates about the significance of religion in late modern societies. The first is concerned with the place of religion in public life and the influence of secularisation and post-secularism on the relationship between religion and schooling. The second relates to the increasingly multi-faith nature of many national populations and the implications for religious citizenship in educational settings.   Religion in the Primary School will be a useful resource for academics, researchers and students as a key addition to existing knowledge in the disciplines of education, sociology and human geography. 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This book posits the notion of critical hope not only as conceptual and theoretical, but also as an action-oriented response to despair.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52473776767249,"sku":"NLS9781138090071","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52747025973521,"sku":"NIN9781138090071","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138090071.jpg?v=1759840452"},{"product_id":"teacher-education-and-the-political-book-matthew-clarke-9781138840737","title":"Teacher Education and the Political","description":"Teacher Education and the Political is a striking book which addresses the nature and purpose of teacher education in a global context characterised by economic and political anxieties around declining productivity and social inclusion. These anxieties are manifested in recent policy developments such as the promotion of professional standards, the deregulation and marketisation of teacher education and the imposition of performance-related regimes that tie teachers’ pay to outcomes in high-stakes testing.   The book assesses the implications of such policies for the work of teachers as well as for teacher educators and those undertaking initial teacher training. It is argued that these policy moves can be read as a depoliticising and de-intellectualising of teacher education. In this context, they illustrate how contemporary theory can provide a language for critiquing recent developments and imagining new trajectories for policy and practice in teacher education.  Drawing on the work of theorists from Derrida and Mouffe to Agamben and Lacan, this book argues for the need to maintain a space for intellectual autonomy as a critical dimension of the ethico-political work of teachers. Together these ideas and analyses provide examples of the power of negative thinking, illustrating its capacity to unsettle comfortable truths and foreground the political nature of teacher education.  Current teachers, teacher educators and school leaders will be particularly interested readers, alongside those concerned with policy in the wider educational landscape.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52484901830929,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52484902813969,"sku":"NLS9781138840737","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138840737.jpg?v=1759856954"}],"url":"https:\/\/www.worldofbooks.com\/en-au\/collections\/foundations-and-futures-of-education-book-series.oembed","provider":"World of Books ","version":"1.0","type":"link"}