株式会社極東書店トップ ＞ 商品一覧 ＞ Inclusive Education in South Africa and the Developing World: The Search for an Inclusive Pedagogy.
商品詳細
Inclusive Education in South Africa and the Developing World: The Search for an Inclusive Pedagogy. 南アフリカと開発途上国における インクルーシブ教育
・ISBN 978-1-78754-130-6 paper US$ 71.99
￥16,866.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Naicker, Sigamoney Manicka, |
|---|---|
| シリーズ | Emerald Points |
| 出版社 | (Emerald, UK) |
| 出版年月 | 2018 |
| ページ数 | 128 pp. |
| 言語 | ENG |
| ニュース番号 | ＜647-2845 647-P5779＞ |
解説
This book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world.
With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group.
Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.
With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group.
Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.