Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
This edited volume examines inclusive education and disability in the global South.
This handbook examines in rigorous depth, established practices and discourses in disability including those on development, rights, policies and practices, opening a space for critical debate on hegemonic and often unquestioned terrains.
Featuring a wide range of topics such as feminist theory, student motivation, and artificial intelligence, this book is ideal for academicians, academic professionals, researchers, policymakers, and students.
The term was heavily criticised over the past decades by scholars who argue that it gives the notion that the industry is ... Deady (2011) observed that career women join the profession by choice are more likely to enjoy the trade.
This handbook questions, debates and subverts commonly held assumptions about disability and citizenship in the global postcolonial context.
Actively seeking inclusion: Pupils with special needs in mainstream schools. London, England: Falmer Press. Allan, J. (2005). Inclusion as an ethical project. In S. Tremain (Ed.), Foucault and the government of disability (pp. 281–297).
since the advent of Google, all actions in digital environments have been subject to intelligence and manipulation. ... The initial study on the topic opened a new vista on human–technology interaction and media literacy.
This edited volume highlights the rich and complex educational debates around Critical Disability Studies in Education (DSE), critical mental health, and crip theories.
With several empirical evidences, this book advocates on the importance of human capital of persons with disabilities and demands the paradigm shift from charity into investment approach.
The authors in this volume explore these subjects and other complexities of disability and the politics of education. In doing so, they demonstrate the importance and usefulness of international perspectives and comparative approaches.