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Inclusive Education, Politics and Policymaking
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Table of Contents

Introduction; 1. Perspectives on Inclusion: Discourses, Politics and Educational Practice; 2. Pedagogy for Inclusion; 3. Special Education Policymaking: A Critique; 4. Understanding Education Policymaking; 5. Defining the Notion of Ideology: The Interplay of Ideas; 6. Inclusive Policies and Institutional Conditions; 7. Cross-cultural Perspectives on Inclusive Education Policymaking; 8. Conclusions; Bibliography; Index.

About the Author

Anastasia Liasidou is Assistant Professor of Inclusive Education at the European University, Cyprus, and former Senior Lecturer of Inclusive Practice and Education at Roehampton University, London, UK.

Reviews

'This provides a rich theoretical framework from which to explore the multiplicity of perspectives and realities that inform Inclusive Education. Anastasia Liaisdou, disentangles the often contested relationship between ideologies, discourse and unequal power relations which give rise to current notions of SEN and disability. She explores educational policy making and examines the socio-political influences (historical and theoretical), which influence ambiguous and often contradictory understandings of Inclusion. Too often writers in the field fail to recognise the complexity of inclusive educationand the dynamics that both influence and are influenced in its pursuit.The author is to be commended for leaving the reader in no doubt that a myriad of complex factorsinform perspectives of Inclusive Education and policy making.The detail of her analysis and breadth of content bear testimony to this. In each of the seven chapters, she analyses diverse interplays, including for example, 'Pedagogy'to 'Cross Cultural Perspectives.' In so doing, she highlights the plurality of influences which have a profound impact on the Inclusive Education policy landscape. I would heartily recommend the text to all those pursuing postgraduate studies and concerned with deconstructing the complex dynamics that inform inclusive education, politics and policymaking.' Cathy Svensson, Programme Convenor for Special and Inclusive Education, Roehampton University, UK

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