Educational Inclusion as Action Research 2003.pdf

Inclusive Education
EDUCATIONAL INCLUSION AS ACTION RESEARCH series editors: Gary Thomas and Christine O’Hanlon
an interpretive discourse
In its detailed elaboration of action research as a basis for teacher EDUCATIONAL INCLUSION AS ACTION RESEARCH
professional development, this book locates inclusive practice in a
discursive process that continually interprets its meaning while at
the same time inevitably changing educational cultures. EDUCATIONAL
The book starts by linking government policy with social justice and
inclusion issues and argues that inclusion is currently promoted via
a democratic political process, which needs to plemented at INCLUSION
a professional level through the demonstration of democratic and
inclusive procedures in the investigatory process itself. AS ACTION
The text argues for:
• Action research as a means of implementing and evaluating
inclusive practice in classrooms and schools RESEARCH
• Action research as an interpretive and discursive process
• Inclusion related to specific educational contexts an interpretive discourse
• Inclusion as responsive to change and improvement at any level
The book is ideal for postgraduate students, teachers and education
professionals who need a basis for developing inclusive practice.
Christine O’Hanlon is an Honorary Reader in the Centre for Applied
Research in Education (CARE), School of Education and Professional CHRISTINE O’HANLON
Development at the University of East Anglia. She was previously a
Senior Lecturer at the University of Birmingham and the University of
Ulster. She has an international reputation for her involvement in
education initiatives and research projects since the mid-eighties and
her associated writing about policy and practice in ‘inclusion’ and
‘special educational needs’. Her publications also develop ideas
related to action research, which she uses as a means of professional
development in education, from Certificate and Diploma level