Abstract
This chapter will examine the complex and, at times, contradictory nature of the role of inclusion manager from the perspective of a former secondary school teacher, later special educational needs co-ordinator (SENCo) and vice principal in a secondary comprehensive school in an urban area of the East Midlands in England. In particular, the chapter, written in the first person of the author, will consider her views in relation to her role alongside established and up-to-date policy and research regarding ‘inclusion’ in education, in particular with regard to social justice and the reality of practice.
| Original language | English |
|---|---|
| Title of host publication | Social Justice in Practice in Education |
| Subtitle of host publication | Understanding Tensions and Challenges Through Lived Experiences |
| Editors | Janice Wearmouth, Karen Lindley, Uvanney Maylor, James Shea |
| Publisher | Routledge |
| Chapter | 5 |
| Pages | 82-97 |
| Number of pages | 16 |
| ISBN (Electronic) | 9781003391562 |
| ISBN (Print) | 9781032489452 |
| DOIs | |
| Publication status | Published - 12 Apr 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Inclusion
- children's rights to education
- exclusion
- social justice
ASJC Scopus subject areas
- General Social Sciences
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