Reading Inclusion Divergently

Bettina Amrhein is a professor at University Duisburg-Essen (Germany) in the field of inclusion in an international context with a special focus on difficult learning and developmental conditions. Her research focuses on inclusive schooling, social-emotional learning of students and professionals, conflict management, and restorative practice approaches in schools. Recent research also addresses mindfulness in education. Prior to her doctoral studies, Ms. Amrhein was a teacher at inclusive elementary and secondary schools and thus has extensive knowledge of academic theory and school practice. Srikala Naraian is Professor at Teachers College, Columbia University. She is a faculty member in the Preservice Inclusive Elementary Education Program within the department of Curriculum and Teaching.

Foreword; Justin J. W. Powell

Chapter 1. Theories, Contexts, Practices : Traveling Alongside the Possibilities of “Inclusion”; Srikala Naraian and Bettina Amrhein

Part 1. Understanding Inclusion Via Struggles Around the World

Chapter 2. A World Exposed: The Plaintive Plea for Inclusion; Roger Slee

Chapter 3. Historical and International-Comparative Perspectives on Special Needs Assessment Procedures – Current Findings and Potentials for Future Research; Till Neuhaus and Michaela Vogt

Chapter 4. Genealogical Critique of Institutionalising “Inclusive Education” in Indonesia; Johannes Tschapka and Tri Nawangsari

Chapter 5. Disability Studies, Disability Arts and Students’ Perspectives: New Critical Tools for Inclusive Education; Julie Allan

Part II. Critical Interrogation of Inclusive Practices in Local Contexts

Chapter 6. Incessant Agitations: Inclusive Education and the Politics of Disposability; Tamara Handy

Chapter 7. Inclusion and Exclusion in Local governance: A Post-Development and Spatial Perspective on a Field Study from Benin; Eva Bulgrin

Chapter 8. The Struggle for the Power of Interpretation of Inclusive Education in Germany-Multi-Level Theoretical Considerations; Bettina Amrhein

Chapter 9. Stifled or Loosened Course of Inclusive Education in Rwanda: Interrogating Policy and Practice in Africa; Evariste Karangwa

Part III. Methodological / Epistemological Commitments in Analyzing Inclusive Education Processes and Practice

Chapter 10. Establishing and Maintaining Participatory Elements in Transnational and Cultural Research Collaboration on Inclusive Education; Michelle Proyer

Chapter 11. The Notion of Contexts in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches; Simon Reisenbauer and Eva Kleinlein

Chapter 12. Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research; Benjamin Badstieber, Julia Gasterstädt, and Andreas Köpfer

Chapter 13. Stimulating Methodological Innovations in Researching Inclusion: Posthumanism and Disability; Srikala Naraian

Part IV. Conclusion

Chapter 14. Staying Mindful, Moving with (Un)certainty; Bettina Amrhein and Srikala Naraian