Research for Inclusive Quality Education:Leveraging Belonging, Inclusion, and Equity (Sustainable Development Goals Series)

by: Christopher Boyle (Editor),Kelly-Ann Allen(Editor)

Publisher: Springer
Edition:1st ed. 2023

Publication Date: 11 Nov. 2022

Language: English

Print Length: 336 pages

ISBN-10: 9811659079

ISBN-13: 9789811659072

Book Description

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an inteational level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an inteational understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all mode schools. This book presents inteational perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.
From the Back Cover This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an inteational level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an inteational understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all mode schools. This book presents inteational perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.
About the Author
Professor Christopher Boyle is a Professor in Inclusive Education and Educational Psychology in the School of Education at the University of Adelaide, Australia. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017) and is currently the co-inaugural founding editor of Belonging and Human Connection (with Kelly Allen) of the new joual Belonging and Human Connection launched in 2022 and published by Brill. He is an inteationally recognised and respected academic and author on the subjects of inclusive education, and psychology. He is a registered psychologist in the UK and Australia Dr Kelly-Ann Allen is nationally and inteationally recognised as a belonging researcher and for her translation of this expertise within educational contexts. She is an endorsed Educational and Developmental Psychologist, a senior lecturer at Monash University and a Fellow of the Australian Psychological Society as well as the College of Educational and Developmental Psychologists. Dr Allen is also an honorary senior fellow of the Centre for Positive Psychology, Melboue Graduate School of Education, the University of Melboue. In 2020, Dr Allen was recognised by the Australian as one of Australia's top performing Early Career Researcher.