1st Edition
European Perspectives on Inclusive Education in Canada Critical Comparative Insights
Featuring leading voices in the field from across Canada and Europe, this edited collection offers empirical analyses of the historical, social, cultural, and legislative determinants of inclusive education in Canadian schools.
Covering four thematic areas including the structure, culture, and practices of inclusive education, the volume offers comparative insights from a European perspective, engaging critically with widely held views of Canada as a world leader in inclusive education. Providing rich comparisons with educational systems in Germany, Spain, and Finland, chapters explore in-depth the assessment structures and curricula specific to Canada, as well as educational policy, and explore attitudes and practices in relation to diverse student populations, including refugee and indigenous peoples, and students with special educational needs.
This volume will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, as well as educational policy more specifically. Those involved with inclusion and special educational needs will also benefit from this volume.
- Introduction: Inclusion in International "Dialogue"
- Canada as a "Driving Force" for Inclusion Activists in European Countries?: Comparative Perspectives on Inclusive Education in Europe and Canada
- Doing Belonging and Social Coherence: Discourses of Belonging in Canada and Their Influence on Social Cohesion
- A "Swarm of Discourses": Inclusion in Canada
- Inclusive Education in Canada: An Overview
- Current Trends in Inclusive and Special Education in Newfoundaland and Labrador, Canada, and Finland
- Education for Young Refugees: Processes of Inclusion and Exclusion in Munich and Toronto
- On the Dissappearance of Childhood: An Exploratory Interview Study of the Christian Homeschooling Millieu in Canada
- Structures That Inhibit and That Support Inclusive Education in Canada: A Response from a Canadian Scholar in Inclusive Education
- Cultural Challenges for School and Social Participation in Canada's Indigenous Reserves: The Example of the Atikamekw Village Manawan in Québec
- Indigenous Cultural Inclusivity in Canadian Schools: Considerations and Imperatives
- Reclaiming Disability: Of Mino-Pimatisowin, Belonging, and Gentle Teaching
- Why Decolonization is so Important: A Comment to the Paper of Margaret Kress
- Individual Reference Norm Orientation and Motivation: Perspectives from Germany, Finland, and Canada
- Human Rights-Based Education - Inclusive and "Appropriate"?: Some Questions after Visits to Toronto and New Brunswick
- Curriculum Design in Inclusive Education: Comparison of Curricular Approaches to Diversity at School in Prince Edward Island (Canada), Finland, and South Tyrol
- Advancing Inclusion in Education Systems: Insights from New Brunswick
- Response from Canadian Scholar in Inclusive Education: What Can Comparative Views of Inclusive Practices Teach Us?
- Conclusion: Inclusion in Canada: An Ongoing Effort
Theodore Michael Christou, Robert Kruschel, Ian Alexander Matheson, and Kerstin Merz-Atalik
Part 1: Unpacking Inclusion
Kerstin Merz-Atalik
Ayca Polat
Joachim Schroeder
Jacqueline Specht and S. Anthony Thompson
Part 2: Structures around Inclusive Education
Markku Jahnukainen, Kimberly Maich, Sharon Penney, and Gabrielle Young
Annette Korntheuer
David Jahr and Robert Kruschel
Steve Sider
Part 3: Cultures around Inclusive Education
Nastasia Herold
Jenn de Lugt
Margaret Kress
Ines Boban and Andreas Hinz
Part 4: Practices of Inclusive Education
Britta Klopsch, Katharina Reschke, and Anne Sliwka
Ines Boban and Andreas Hinz
Andreas Köpfer, Marcel Veber, and Anna Bollesen
Cecilia Simón, Yolanda Muñoz-Martínez, and Gordon L. Porter
Jeffrey MacCormack
Alexandra Minuk, Kerstin Merz-Atalik, Ian Alexander Matheson, Robert Kruschel, and Theodore Michael Christou
Biography
Theodore Michael Christou is a Professor of Education and an Associate Dean of Graduate Studies in the Faculty of Education, Queen’s University, Canada.
Robert Kruschel is a University Teacher and Researcher in the Department of Special Education, University of Leipzig, Germany.
Ian Alexander Matheson is an Assistant Professor of Special Education, Queen’s University, Canada.
Kerstin Merz-Atalik is a Professor in the Department of Special Education, Ludwigsburg University of Education, Germany.