LEADER 04505oam 2200745I 450 001 9910451583603321 005 20200520144314.0 010 $a0-429-22871-6 010 $a1-280-66193-3 010 $a9786613638861 010 $a0-203-12118-X 010 $a1-136-32605-7 024 7 $a10.4324/9780203121184 035 $a(CKB)2550000000100362 035 $a(EBL)958396 035 $a(OCoLC)798531262 035 $a(SSID)ssj0000677102 035 $a(PQKBManifestationID)11390029 035 $a(PQKBTitleCode)TC0000677102 035 $a(PQKBWorkID)10693696 035 $a(PQKB)10127716 035 $a(SSID)ssj0000701093 035 $a(PQKBManifestationID)12290228 035 $a(PQKBTitleCode)TC0000701093 035 $a(PQKBWorkID)10670774 035 $a(PQKB)20667957 035 $a(MiAaPQ)EBC958396 035 $a(Au-PeEL)EBL958396 035 $a(CaPaEBR)ebr10558587 035 $a(CaONFJC)MIL363886 035 $a(OCoLC)794003757 035 $a(EXLCZ)992550000000100362 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConfronting marginalisation in education $ea framework for promoting inclusion /$fKyriaki Messiou 210 1$aMilton Park, Abingdon, Oxon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (169 p.) 300 $aDescription based upon print version of record. 311 $a0-415-60351-X 311 $a0-415-60350-1 320 $aIncludes bibliographical references and index. 327 $aCover; 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 330 $a"One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. With a particular focus on primary school classrooms, Confronting Marginalisation in Education provides guidance and illustrative examples of the ways in which teachers can include all of their learners in the academic and social experiences they provide. This book offers a detailed focus on how the voices of learners can be used to reveal those children most likely to experience some kind of marginalisation and, in addition, to highlight issues that are related to the inclusion of all. These frequent vocal accounts are contextualised within an analytical framework that places particular emphasis on the importance of listening to children. In order to understand and, more importantly, address marginalisation through the views of children, Messiou therefore develops the text around a usable framework that consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge Step 2: Looking closely: Bringing concerns to the surface Step 3: Making sense of the evidence: Sharing data with learners Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. This framework shows how the systematic collecting of evidence can ease the process of understanding, help tackle marginalisation, and promote inclusion in a way that can be incorporated into the daily work of practitioners. Importantly, the book focuses on all learners, including those that might experience marginalisation but whose voices might have not previously been heard"--$cProvided by publisher. 606 $aChildren with social disabilities$xEducation (Primary) 606 $aChildren with social disabilities$xEducation 606 $aInclusive education 606 $aMarginality, Social 608 $aElectronic books. 615 0$aChildren with social disabilities$xEducation (Primary) 615 0$aChildren with social disabilities$xEducation. 615 0$aInclusive education. 615 0$aMarginality, Social. 676 $a371.826/94 700 $aMessiou$b Kyriaki.$0868085 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451583603321 996 $aConfronting marginalisation in education$91937955 997 $aUNINA