https://nova.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:43791 Wed 13 Mar 2024 09:41:16 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:50210 Wed 13 Mar 2024 07:46:21 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:44387 Wed 12 Oct 2022 11:27:31 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:7394 Wed 11 Apr 2018 13:11:22 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:7436 Wed 11 Apr 2018 12:18:47 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:29812 Sat 24 Mar 2018 07:40:50 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:30214 in the classroom take up the available and sanctioned discourses, positioning themselves and others within these discourses. As the children position and reposition themselves, 'silences' are observed. In various nuanced ways 'silence' is taken up by the children, as they share 'silences', perform as 'silent' subjects and 'speak' only in certain terms. As 'silences' are performed by the children, a 'taboo' emerges, re/produced around the discursively produced Other. As psy-knowledge circulates and makes meaning in the early childhood classroom, 'silence' creates a powerful effect. In this chapter, I theorize how traces of scientific and medical discourses of the past continue to produce 'silent' effects in the classroom, perpetuating exclusionary practices.]]> Sat 24 Mar 2018 07:26:35 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:26582 Sat 24 Mar 2018 07:26:12 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:44890 Mon 24 Oct 2022 15:25:43 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:32686 Mon 23 Sep 2019 11:02:39 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:51093 Mon 21 Aug 2023 09:58:11 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:40695 Mon 18 Jul 2022 10:17:21 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:33975 Inside the ‘Inclusive’ Childhood Classroom: The Power of the ‘Normal’ offers a critique of current practices and alternative view of inclusion. The rich data created inside three classrooms will challenge those who work in the field, as the children and their performances, previously overlooked, are foreground. Although at times confronting, it is ultimately invaluable reading for classroom teachers, students, academics, and researchers as well as anyone who desires to deepen their understanding of inclusive processes. The inclusion of children with diagnosed special needs in mainstream early childhood classrooms is a policy and practice that has gained universal support in recent decades. Exploring ways to include the diagnosed child has been of interest to inclusive research. Adopting a poststructural perspective, this book interrupts taken for granted assumptions about inclusive processes in the classroom. Attention is drawn to the role played by the undiagnosed children, those positioned as already included. Researching among children, this ethnography interrogates the production of the classroom ‘normal’. As the children negotiate difference, the operations of the ‘normal’ are made visible in their words and actions. In their encounters with the diagnosed Other, they take up practices of tolerance and silence, effecting fear, separation, and a desire to cure. These performances echo practices, presumed abandoned, from centuries past. As a way forward this book urges a rethink of practice-as-usual, as these effects are problematic for inclusion and not sustainable. A greater scrutiny of the ‘normal’ is needed, as the power it exercises, impacts on all children and how they become subjects in the classroom.]]> Fri 25 Jan 2019 14:42:16 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:44531 Fri 14 Oct 2022 15:01:36 AEDT ]]>