https://nova.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:2326 Wed 24 Jul 2013 22:54:54 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:18720 Wed 11 Apr 2018 16:59:59 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:9934 Wed 11 Apr 2018 14:37:09 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:18454 Thu 25 Jun 2015 14:58:20 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:18450 Thu 25 Jun 2015 14:30:21 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:18449 Thu 25 Jun 2015 14:23:17 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:6961 Sat 24 Mar 2018 10:46:34 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:5697 Sat 24 Mar 2018 07:48:38 AEDT ]]> 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 ]]>