International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia?
Data(s) |
2015
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Resumo |
Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified. |
Formato |
application/pdf |
Identificador | |
Publicador |
Taylor & Francis Group |
Relação |
http://eprints.qut.edu.au/87675/3/87675.pdf DOI:10.1080/1034912X.2015.1077933 Carrington, Suzanne B., Saggers, Beth, Adie, Lenore E., Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng, & Mu, Guanglun Michael (2015) International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia? International Journal of Disability, Development and Education, 62(6), pp. 556-570. |
Fonte |
School of Cultural & Professional Learning; Faculty of Education |
Palavras-Chave | #130300 SPECIALIST STUDIES IN EDUCATION #130399 Specialist Studies in Education not elsewhere classified #Australia #China #Inclusive Education #Inclusive Practices #Policy #Professional Teaching Standards |
Tipo |
Journal Article |