This article challenges the traditional methodology of facilitating conceptual discussions about equality and diversity issues in training workshops, which has resulted in slow progress towards promoting more inclusive cultures in universities. The author puts forward the approach of ontological inquiry which enables individuals to look at and access their own tacit, unconscious, and inherited ways of being and acting. This approach, it is argued, has the potential to strengthen the way in which issues of power and injustice are addressed in universities. The author adopts storytelling as a pedagogical device to expose and invite inquiry about privilege, injustice and the abuse of power and uses auto-ethnography as a method in combination with ontological inquiry to access and relate her own lived experience through ten short ‘scenes.’ Engaging in the process of ontological inquiry while writing this article reveals and distinguishes the author’s inauthentic ways of being as a child, as a school teacher and as an academic. It is proposed that being authentic about our lived experience, and sharing it with others, has the potential to transform the way the complex task of promoting a more inclusive culture in education is approached.

Educational services for deaf children are relatively well developed in Malaysia, especially in urban areas, and include special schools and separate classrooms in mainstream schools. Increasing numbers of deaf children have cochlear implants and are educated in mainstream classrooms. A study was conducted in three primary schools, involving interviews with seven parents, five school leaders, five mainstream teachers, five specialist teachers and three teaching assistants in Selangor State, the most developed in Malaysia, and answered the following research question: 'What are stakeholders' experiences of the inclusion of deaf children in mainstream schools?'. Findings revealed that the small number of qualified teachers of deaf children teach through the medium of signed communication, yet parents are encouraged by health professionals to teach their children to speak, with amplification. Although school leaders and mainstream teachers are not trained to support deaf children and did not have the necessary expertise to check and maintain hearings aids and cochlear implants, there was evidence of promising practice emerging in relation to positive attitudes and innovation within the rigid curriculum. We discuss some of the implications of this study for parents who are not able to make informed choices about their children's communication options and educational placements.

Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the 'contact zone' (Pratt,1992) theorises PBER as a process of generating autoethnographic texts which work for social justice while acknowledging the external researcher's position in relation to structures of injustice. A published study involving teacher educators in an area of conflict in Burma demonstrates this approach, which we term 'contact zone pedagogy'. The approach offers a resolution of the associated ethical issues, with consequences for the way researchers and co-researchers are positioned in relation to social justice, and their creation, interpretation and presentation of photographs.

This chapter demonstrates how supplementary schools have long responded to racism and the effects of structural violence whilst creating an important space for cultural preservation. It deals with some of the diversity to bring it into view and underline its critical importance. The chapter outlines the importance of addressing the lack of attention granted to supplementary schools in academic research and has specifically situated the discussion within critical geographies of education, it is pertinent to consider how a focus on supplementary schools brings a variety of other concerns – beyond education – into view. Whilst local authority support has been historically patchy and uneven across the country, cuts to budgets, reallocation of staff and increased political scrutiny has, for some schools, further exacerbated their precarity and limited their options. The chapter explores the inequalities that exist between supplementary schools in order to raise pertinent questions concerning the disparities that are overlooked.

This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner’s ‘core aspects of teachers’ knowledge and knowing’, and in particular, ‘the school as a site for the development of teaching expertise and the creation of knowledge’. Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers’ practice is moving unevenly towards disability equality, and involves processes of inclusions and exclusions. This involves teacher autonomy, agency and reflective practice in the context of material, attitudinal, structural, pedagogic and curricular barriers. The teachers’ expertise has potential to inform national and international policy developments, and so reduce the evident rhetoric-reality gap. In conclusion, it is argued that inclusive education needs to grapple with disability as a social construct, and lessons are drawn for the further fulfilment of the rights of children with disabilities to equal participation in education.

Globally, the purpose of education is becoming increasingly narrowly defined. In this context, this article proposes that supplementary schooling offers a resource for re-thinking the epistemologies and processes of schooling. Drawing on Derrida's notion of "the supplement", the nature and status of this under-researched and marginal sector is interrogated from a historical perspective. Our primary focus is on educational settings established by adults from Black and minority ethnic communities in urban environments in England, which are typically focused on (and societally marked by their attention to) "language", "culture", "heritage", "identity" and, sometimes, "extra tuition". Drawing on exploratory meetings held with key players and conferences, as well as some informal observations in schools, alongside a review of international literature, we highlight the role of theory in posing "better" questions about this disparate, yet vital, sector. Specifically, we discuss how the supplementary status of these schools is produced from the outset, rather than added later, such that the designation "supplementary" fails to specify its precise relationship with formal, mainstream schooling. "Supplementary" emerges as fundamentally ambiguous, and - within dominant discourse - as working to suppress sociocultural features of the "mainstream", thereby highlighting the normative and exclusionary character of that mainstream. Two key issues emerge from this analysis: first, that the few commonalities across supplementary schooling provision may arise precisely because of its binary relationship with mainstream schooling; and, second, this analysis not only decentres the "settled" status of mainstream schooling, but also opens up for inquiry the diverse forms and functions of the mainstream.

The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically diverse, exam-oriented Malaysian school system is an ambitious and complex task given the difficulties they face in developing effective language and communication skills. The data presented here are taken from a larger study which explored teachers', head teachers', parents', and children's experiences of inclusion through in-depth interviews in three Malaysian schools. The study design was informed by a framework developed in the UK to guide best practice of educating deaf children in mainstream schools and focused specifically on the learning environment. This article presents contrasting educational experiences of two deaf adults, and then considers the experiences of four deaf children in their government-funded primary schools. A series of inter-related dimensions of inclusion were identified-these include curricular, organisational, social, acoustic and linguistic dimensions, which impact upon children's ability to communicate and learn on an equal basis. Poor maintenance of assistive technology, insufficient teacher training and awareness, inflexibility of the education system, and limited home-school communication are some of the factors constraining efforts to promote equal participation in learning. There are promising signs, however, of teacher collaboration and the creation of more equitable and child-centred educational opportunities for deaf children.

Aimed at those who are working with children and studying ‘Childhood’, Bloomsbury’s New Childhoods Series, edited by Phil Jones, presents ‘challenges, discoveries and work-in-progress of contempora...

This concise, practical introduction to diary method is a new title in Bloomsbury’s ‘What is’ Research Methods series. Based on a comprehensive review of the research literature on the use of diary...

Networking has been central to human communication and social engagement for centuries, but has changed dramatically with the advent of new technology. However, the practice of networking has received little academic attention and tends to be undertheorised. This paper considers the impact of the global digital and communication divide, and the contested nature of inclusive education, on the task of promoting information sharing internationally. A summative case study is presented of a network, established to support the documentation of promising practice on inclusive education in countries with limited access to information and material resources. The case study uses autoethnographic methods to identify key principles for the development of an inclusive network. The significance of this paper is in its proposition of a working model of inclusive networking, which has potential to be developed into a theory.

This chapter describes the photo-based profile-building exercise that occurred as part of a research process which took place over the course of a school year in a secondary school in England. The chapter explain the challenges in broaching the topic of mental illness be put forward along with an explanation of why it was felt visual approaches could offer a fruitful alternative. Neil Pickering proposes that the concepts or ideas of mental illness, and the precise labels beneath that umbrella like schizophrenia or ADHD, are deeply ingrained in the language, institutions and constitutions of the UK as well as throughout the western world. Pickering describes popular factual accounts of the experiences of people who are mentally ill, including well-known films, novels and autobiographies. Pickering draws attention to the way in the stories in the media have brought terms like paranoid, schizophrenia and post traumatic stress disorder into the public eye and made these familiar expression.

Journal of Research in Special Educational NeedsVolume 14, Issue 1 p. 66-67 Book Review Not for Profit: Why Democracy Needs the Humanities by Nussbaum, Martha Princeton: Princeton University Press, 2010 (the paperback is June 2011, the hardback is 2010), 152pp Paperback £10.95 ISBN: 978 0691154480 Susie Miles, Susie Miles Senior Lecturer in Inclusive EducationSearch for more papers by this authorSu Corcoran PhD student, Su Corcoran PhD studentSearch for more papers by this author Susie Miles, Susie Miles Senior Lecturer in Inclusive EducationSearch for more papers by this authorSu Corcoran PhD student, Su Corcoran PhD studentSearch for more papers by this author First published: 10 January 2014 https://doi.org/10.1111/1471-3802.12050 Address for correspondence Susie Miles, Manchester Institute of Education, University of Manchester, Manchester M13 9PL, UK. Email: susie.miles@manchester.ac.uk. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume14, Issue1January 2014Pages 66-67 RelatedInformation

This article is based on material collected in researching the viability of a regional network focused on the inclusion of children with disabilities in education in the Pacific region. It discusses the importance of balancing the international vision of a rights-based approach to education with indigenous inclusive values in the small and scattered Pacific island populations. A case study is analysed of the development of community-based inclusive education in Samoa by a national non-governmental organisation in collaboration with various government ministries, and finally, the potential of networking in generating new, contextually relevant knowledge about inclusive education is debated.