Inclusive Learning and Educational Equity

This book series reflects on the challenges of inclusive education as a strategy for improving educational equity, and includes in-depth analyses of disparities in education and the mechanisms by which they operate. It studies the development of educational processes and pedagogical interventions that respond to the tensions between education policies that promote competition and those designed to promote inclusion at individual, classroom, school, district, national, and international levels. Finally, it presents research and development activities in teacher education that respond to the challenges of preparing teachers for the changing demographic of schooling. Increasingly throughout the world, a broad concept of inclusive education has begun to emerge as a strategy for achieving basic education for all learners regardless of cultural, developmental or linguistic differences. Although considered an important aspect of a global human rights agenda supported by the multilateral Global Partnership for Education, basic education is a complex endeavour that is subject to the forces of globalization, and the exclusionary pressures associated with migration, mobility, language, ethnicity, disability, and intergenerational poverty. The reciprocal links between these factors and educational underachievement has led to an increasing interest in the development of inclusive education as a strategy for improving educational equity. By addressing these and related issues, this series contributes important advances in knowledge about the enactment of inclusive education. This series: Offers a critical perspective on current practice Stimulates and challenges further developments for the field Explores global disparities in educational provision and compares developments Provides a welcome addition to the literature on inclusive education.