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    Pedagogy for Inclusion?

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    Authors
    Rozsahegyi, Tunde
    Lambert, Mike
    Editors
    Brown, Zeta
    Issue Date
    2016
    
    Metadata
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    Abstract
    Education systems which aspire to respect and address equally and inclusively the developmental, educational and social ambitions of all learners require strengthened understanding of the notion of ‘pedagogy’. This chapter explores this concept: What does pedagogy mean? What does it entail? In particular in relation to the focus of this book: What is the relevance of pedagogy to potentially disadvantaged groups within values, policy and practice for all learners? Issues considered are whether there can be ‘pedagogy for inclusion’ and if so, what kind of conflicts and questions this needs to address. In examining these issues, the chapter invites readers’ engagement in pedagogical discourse, a process which has the potential to inform educators’ thinking and activity and thereby strengthen learning for all learners
    Publisher
    Routledge
    URI
    http://hdl.handle.net/2436/621683
    Additional Links
    https://www.routledge.com/Inclusive-Education-Perspectives-on-pedagogy-policy-and-practice-1st/Brown/p/book/9781138913905
    Type
    Chapter in book
    Language
    en
    Description
    From: 'Inclusive Education. Perspectives on pedagogy, policy and practice'.
    ISBN
    9781138913899
    Collections
    Faculty of Education, Health and Wellbeing

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