One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and re-examining the assumptions informing our perspectives, the concepts that we use including 'inclusive education' and our intentions, especially in relation to the question of change. We need to beware of the danger of unexamined orthodoxies, the possibilities of ado- ing inclusive language with little, if any, changes in our thinking and practice and a sterile and insensitive position with regard to the pursuit of new or alternative ideas. In this very important book, Allan powerfully reminds us of the necessity and centrality of these concerns and provides a direct, perceptive and thoughtful, exami- tion and critique of the varied barriers to the task of how to make inclusion happen. Allan challenges the reader to step back and re-examine the rationale for inclusion through an alternative mindset. She challenges the varied attacks upon inclusion including those in the education business to stop using economic (it costs too much) and pedagogical (it is bad for the other children in the class and traumatic for the disabled children) and social (just too much for the teacher's workload) reasons for closing the door and doing the right thing, and those who argue that inclusion was an experiment that did not work.

Philosophy is put to work on inclusion Offers new challenges for teacher educators, researchers, student teachers and practising teachers to invent new ways of tackling the 'problem' of inclusion Offers a new kind of inclusion that is political

Klappentext

The inclusion of disabled children and those with difficult behaviour is increasingly being seen as an impossible challenge and, not surprisingly, concerns are being expressed by teachers unions and researchers about teachers' capacities, and willingness, to manage these demands. With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference Deleuze, Foucault and Derrida - and puts them to work on inclusion. These ideas allow the task of including children to be reframed and offer, not solutions, but different ways of working which involve altering adult-child relationships subverting, subtracting, and inventing and restructuring teacher education recognition, rupture and repair. The propositions also include making use of the arts to challenge exclusion and to establish more inclusive practices. This is a must for teacher educators, researchers, student teachers and practising teachers concerned about the future of inclusion. It offers fresh insights and a steer towards possibilities for a more productive, and political, engagement with inclusion.

Inhalt
The State of Inclusion.- Territories of Failure.- The Repetition of Exclusion in Policy and Legislation.- Excluding Research.- Putting the Philosophers to Work on Inclusion.- Deleuze and Guattari's Smooth Spaces.- Derrida and the (IM)Possibilities of Justice.- Foucault and the Art of Transgression.- Rethinking Inclusion?.- Teachers and Students: Subverting, Subtracting, Inventing.- Nomadic Learning to Teach: Recognition, Rupture and Repair.- Performing Inclusion: Instructive Arts Experiences.- Inclusive Research?.- The Politics of Inclusion.