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dc.contributor.authorRozsahegyi, Tunde
dc.contributor.authorLambert, Mike
dc.contributor.editorBrown, Zeta
dc.date.accessioned2018-09-06T10:50:07Z
dc.date.available2018-09-06T10:50:07Z
dc.date.issued2016
dc.identifier.isbn9781138913899
dc.identifier.urihttp://hdl.handle.net/2436/621683
dc.descriptionFrom: 'Inclusive Education. Perspectives on pedagogy, policy and practice'.
dc.description.abstractEducation 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
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttps://www.routledge.com/Inclusive-Education-Perspectives-on-pedagogy-policy-and-practice-1st/Brown/p/book/9781138913905
dc.subjectpedagogy
dc.subjectinclusion
dc.subjectinclusive pedagogy
dc.subjectcomparative research
dc.subjectcomparative education
dc.subjectinternational education
dc.titlePedagogy for Inclusion?
dc.typeChapter in book
pubs.edition1
pubs.place-of-publicationLondon, UK
dc.source.beginpage14
dc.source.endpage22


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