04543nam 2200769Ia 450 991082882260332120200520144314.01-136-32604-90-429-22871-61-280-66193-397866136388610-203-12118-X1-136-32605-710.4324/9780203121184 (CKB)2550000000100362(EBL)958396(OCoLC)798531262(SSID)ssj0000677102(PQKBManifestationID)11390029(PQKBTitleCode)TC0000677102(PQKBWorkID)10693696(PQKB)10127716(SSID)ssj0000701093(PQKBManifestationID)12290228(PQKBTitleCode)TC0000701093(PQKBWorkID)10670774(PQKB)20667957(MiAaPQ)EBC958396(Au-PeEL)EBL958396(CaPaEBR)ebr10558587(CaONFJC)MIL363886(OCoLC)794003757(EXLCZ)99255000000010036220111118d2012 uy 0engur|n|---|||||txtccrConfronting marginalisation in education a framework for promoting inclusion /Kyriaki Messiou1st ed.London ;New York Routledge20121 online resource (169 p.)Description based upon print version of record.0-415-60351-X 0-415-60350-1 Includes bibliographical references and index.Cover; Confronting Marginalisation in Education; Copyright; Contents; List of Figures; Preface; Introduction: Bus journeys; 1. Conceptualising marginalisation; 2. Using the framework; 3. Opening doors: Enabling voices to emerge; 4. Looking closely: Bringing concerns to the surface; 5. Making sense of the evidence: sharing data with learners; 6. Dealing with marginalisation: Encouraging inclusive thinking and practice; 7. Engaging with students' voices: An approach to inclusive education; Conclusion: Collaborative journeys; References; Index"One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. With a particular focus on primary school classrooms, Confronting Marginalisation in Education provides guidance and illustrative examples of the ways in which teachers can include all of their learners in the academic and social experiences they provide. This book offers a detailed focus on how the voices of learners can be used to reveal those children most likely to experience some kind of marginalisation and, in addition, to highlight issues that are related to the inclusion of all. These frequent vocal accounts are contextualised within an analytical framework that places particular emphasis on the importance of listening to children. In order to understand and, more importantly, address marginalisation through the views of children, Messiou therefore develops the text around a usable framework that consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge Step 2: Looking closely: Bringing concerns to the surface Step 3: Making sense of the evidence: Sharing data with learners Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. This framework shows how the systematic collecting of evidence can ease the process of understanding, help tackle marginalisation, and promote inclusion in a way that can be incorporated into the daily work of practitioners. Importantly, the book focuses on all learners, including those that might experience marginalisation but whose voices might have not previously been heard"--Provided by publisher.Children with social disabilitiesEducation (Primary)Children with social disabilitiesEducationInclusive educationMarginality, SocialChildren with social disabilitiesEducation (Primary)Children with social disabilitiesEducation.Inclusive education.Marginality, Social.371.826/94EDU000000EDU048000bisacshMessiou Kyriaki1679802MiAaPQMiAaPQMiAaPQBOOK9910828822603321Confronting marginalisation in education4048305UNINA