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Inclusion, exclusion, social justice, and children's rights to education: reflections of a former secondary school inclusion manager

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Open access

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

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.

Publication Information

Output type

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Host publication Subtitle

Understanding Tensions and Challenges Through Lived Experiences

Original language

English

Pages from-to (Number of pages)

Pages 82-97 (16 pages)

Publication milestones

  • Published - 12/04/2024

Publication status

Published - 12/04/2024

Publisher

Routledge, United States, United Kingdom

ISBN (Print)

9781032489452

ISBN (Electronic)

9781003391562

Chapter Number

5

External Publication IDs

  • handle.net: 10547/626219
  • Scopus: 85189908434

Host publication title

Social Justice in Practice in Education

Host publication editors

  • Janice Wearmouth
  • Karen Lindley
  • Uvanney Maylor
  • James Shea

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