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https://hdl.handle.net/1959.11/19409| Title: | Inklusion in Deutschland und Australien | English Title: | Inclusion in Germany and Australia | Contributor(s): | Harrington, Ingrid (editor) ; Kastirke, Nicole (editor); Holtbrink, Laura (editor) |
Publication Date: | 2016 | DOI: | 10.1007/978-3-658-14463-0 | Handle Link: | https://hdl.handle.net/1959.11/19409 | Abstract: | Der Inklusionsbegriff wird derzeit weltweit eingesetzt und in den unterschied-lichsten Facetten ausgestaltet. Eine Gruppe von Studentinnen der Sozialen Arbeit (B.A.) an der Fachhochschule Dortmund und ein australisches Team der University of New England, Armidale, Australien, haben in den Jahren 2012 und 2013 Schulen in Deutschland und Australien besucht und nach ihren Inklusionsmerk-malen untersucht. Ergebnisse dieser Studien flossen in Abschlussarbeiten ein und werden in diesem Buch in ihren zentralen Auszügen widergegeben. | Publication Type: | Book | Publisher: | Springer VS | Place of Publication: | Germany | ISBN: | 9783658144623 9783658144630 |
Fields of Research (FOR) 2008: | 130302 Comparative and Cross-Cultural Education 130313 Teacher Education and Professional Development of Educators 130304 Educational Administration, Management and Leadership |
Fields of Research (FoR) 2020: | 390305 Professional education and training 390401 Comparative and cross-cultural education |
Socio-Economic Objective (SEO) 2008: | 930502 Management of Education and Training Systems 930501 Education and Training Systems Policies and Development |
Socio-Economic Objective (SEO) 2020: | 160205 Policies and development 160204 Management, resources and leadership |
HERDC Category Description: | A3 Book - Edited | Extent of Pages: | 139 | Series Name: | Edition Centaurus - Jugend, Migration und Diversity | English Abstract: | The purpose of this text is to encourage Education and Social Work students to engage in critical inquiry about inclusive educational practices, and how they differ in perspective, application and understanding of their 'place' whilst working in schools in Germany and Australia. Through a number of research studies, the 'what' and 'how' inclusive practices manifest in schools are explored, in the local and the wider social/cultural contexts. The intent of the chapters is to provide both theoretical frameworks and conceptual tools to inform students' inquiry with knowledge about the debates, arguments and research findings around the educational issue of school-based inclusiveness. Critical engagement with these topics and about their implications for curriculum policies and practices can deepen and situate student inquiries in a wider context beyond personal experience and opinion. A unique feature of this book is its bilingual nature in order to increase access to both English and German speaking readers. |
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| Appears in Collections: | Book |
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