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dc.contributor.authorAnderson, J
dc.contributor.authorBoyle, C
dc.contributor.authorDeppeler, J
dc.date.accessioned2020-04-03T15:21:54Z
dc.date.issued2014-05-01
dc.description.abstractGlobally, student populations in government-run schools are becoming increasingly diverse (see Gonski, 2011; Rashid & Tikly, 2010; Voltz, Sims & Nelson, 2010). Simultaneously, students are being excluded from schools, or placed into segregated educational settings in increasing numbers. Both the social and economic costs of disengagement and exclusion from, and inequalities within, education systems have been well documented (see OECD, 2010; Snow & Powell, 2012; Wilkinson & Pickett, 2010). The causes of these issues are complex and many sit beyond the boundaries of the school fence. Despite this, governments place much of the responsibility for delivering an equitable education with schools (Wrigley, Thomson & Lingard, 2012). While this may, in many ways, seem an impossible task, "just because schools can't do everything doesn't mean they cannot achieve something" (Thomson, Lingard & Wrigley, 2012, p. 20). Thomson et al . (2012) maintain schools' efforts towards equity can only be enacted through change reform , with an equitable redistribution of resources, and through recognition and valuing of difference. This task is challenging as schools work in tightly controlled education systems with high levels of accountability and expectations for continued improvement. However, the consequences of not providing an equitable education system are far reaching (Wilkinson & Pickett, 2010). So, the question no longer is should a quality education be provided to all, but rather, how this change reform can be enacted (Jackson, 2008).en_GB
dc.identifier.citationIn: Zhang H., Chan P.W.K., Boyle C. (eds) Equality in Education, pp. 23 - 34en_GB
dc.identifier.doi10.1007/978-94-6209-692-9_3
dc.identifier.urihttp://hdl.handle.net/10871/120550
dc.language.isoenen_GB
dc.publisherSense Publishersen_GB
dc.rights© 2014 Sense Publishers. All rights reserved.en_GB
dc.subjectSchool Leadershipen_GB
dc.subjectInclusive Educationen_GB
dc.subjectSocietal Systemen_GB
dc.subjectEcological System Theoryen_GB
dc.subjectExclusionary Practiceen_GB
dc.titleThe ecology of inclusive education: Reconceptualising Bronfenbrenneren_GB
dc.typeBook chapteren_GB
dc.date.available2020-04-03T15:21:54Z
dc.identifier.isbn9462096910
dc.identifier.isbn9789462096912
dc.relation.isPartOfEquality in Education: Fairness and Inclusionen_GB
dc.descriptionThis is the author accepted manuscript. the final version is available from Sense Publishers via the DOI in this recorden_GB
dc.rights.urihttp://www.rioxx.net/licenses/all-rights-reserveden_GB
rioxxterms.versionAMen_GB
rioxxterms.licenseref.startdate2014-05-01
rioxxterms.typeBook chapteren_GB
refterms.dateFCD2020-04-03T15:17:41Z
refterms.versionFCDAM
refterms.dateFOA2020-04-03T15:22:03Z


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