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The future of inclusive educationintersectional perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The future of inclusive educationby Valentina Migliarini, Brent C. Elder.
Reminder of title:	intersectional perspectives /
Author:	Migliarini, Valentina.
other author:	Elder, Brent C.
Published:	Cham :Springer Nature Switzerland :2023.
Description:	xxiii, 192 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Inclusive education.
Online resource:	https://doi.org/10.1007/978-3-031-49242-6
ISBN:	9783031492426$q(electronic bk.)

The future of inclusive educationintersectional perspectives /
Migliarini, Valentina.

The future of inclusive educationintersectional perspectives /[electronic resource] :by Valentina Migliarini, Brent C. Elder. - Cham :Springer Nature Switzerland :2023. - xxiii, 192 p. :ill., digital ;24 cm.

1. The Future of Inclusive Education -- 2. Inclusive Education, Borderland Regime, and Resistance in Italy -- 3. Learning from the Global South: What Inclusive Education in Kenya Has to Offer the United States -- 4. DisCrit Contributions to Inclusive Policies and Practices in the United States -- 5. The Experiences of Deaf New Americans Accessing Education in the United States -- 6. Moving Forward: DisCrit-Informed Person-Centered Strategies for Inclusive Education -- 7. Conclusion: Toward Intersectional Inclusive Education.

This book addresses the tensions of existing theories and practices of inclusive education from an international perspective. Adopting Disability Critical Race Theory in Education (DisCrit) and Critical Disability Studies (CDS), the authors expose how race neutral knowledge characterizes inclusive education and exhorts readers to consider how intersectional perspectives provide more complex and nuanced understandings about ways in which racism and ableism simultaneously circulate as intersecting oppressions in schools and societies and across geographical borders. The authors begin by engaging in a critical analysis of the genesis of inclusive education before exploring how existing policies and practices of inclusive education in the global North evade the collusive nature of oppressions faced by minoritized students with disabilities and are uncritically transferred into the global South. Ultimately, the book encourages readers to reconceptualize inclusive education and move towards developing and sustaining transformative notions of global justice.

ISBN: 9783031492426$q(electronic bk.)

Standard No.: 10.1007/978-3-031-49242-6doiSubjects--Topical Terms:

295631
Inclusive education.

LC Class. No.: LC1200

Dewey Class. No.: 371.9046

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245 1 4 $a The future of inclusive education $h [electronic resource] : $b intersectional perspectives / $c by Valentina Migliarini, Brent C. Elder.
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505 0 $a 1. The Future of Inclusive Education -- 2. Inclusive Education, Borderland Regime, and Resistance in Italy -- 3. Learning from the Global South: What Inclusive Education in Kenya Has to Offer the United States -- 4. DisCrit Contributions to Inclusive Policies and Practices in the United States -- 5. The Experiences of Deaf New Americans Accessing Education in the United States -- 6. Moving Forward: DisCrit-Informed Person-Centered Strategies for Inclusive Education -- 7. Conclusion: Toward Intersectional Inclusive Education.
520 $a This book addresses the tensions of existing theories and practices of inclusive education from an international perspective. Adopting Disability Critical Race Theory in Education (DisCrit) and Critical Disability Studies (CDS), the authors expose how race neutral knowledge characterizes inclusive education and exhorts readers to consider how intersectional perspectives provide more complex and nuanced understandings about ways in which racism and ableism simultaneously circulate as intersecting oppressions in schools and societies and across geographical borders. The authors begin by engaging in a critical analysis of the genesis of inclusive education before exploring how existing policies and practices of inclusive education in the global North evade the collusive nature of oppressions faced by minoritized students with disabilities and are uncritically transferred into the global South. Ultimately, the book encourages readers to reconceptualize inclusive education and move towards developing and sustaining transformative notions of global justice.
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