| TÃtulo : |
Achieving Inclusive Education in the Caribbean and Beyond : From Philosophy to Praxis |
| Tipo de documento: |
documento electrónico |
| Autores: |
Blackman, Stacey N. J., ; Conrad, Dennis A., ; Brown, Launcelot I., |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2019 |
| Número de páginas: |
XIX, 293 p. 13 ilustraciones |
| ISBN/ISSN/DL: |
978-3-030-15769-2 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Estructura social Igualdad medicina social Derechos humanos Salud Medicina y Sociedad |
| Clasificación: |
306.43 |
| Resumen: |
Este libro ofrece una perspectiva internacional de cuestiones filosóficas, conceptuales y orientadas a la praxis que inciden en el logro de la educación para todos los estudiantes. Arroja luz sobre las barreras históricas, sistémicas, estructurales, organizativas y actitudinales que siguen siendo la antÃtesis de la filosofÃa y la práctica de la educación inclusiva en el Caribe. La primera sección del libro examina cómo las visiones globalizadas de inclusión informadas por ideas filosóficas del Norte han influido y continúan influyendo en la agenda de equidad en la educación en la región. La segunda sección considera cómo la exclusión y la marginación todavÃa ocurren en islas seleccionadas del Caribe. Proporciona datos tanto cuantitativos como cualitativos sobre la naturaleza y la experiencia de la exclusión en islas seleccionadas del Caribe, el Reino Unido y Estados Unidos. La tercera sección aborda las realidades prácticas de transformar los sistemas educativos en el Caribe para la inclusión. En particular, identifica las prácticas docentes como el principal tema de interrogación que debe abordarse para que la inclusión tenga éxito. La cuarta y última sección examina la contribución de los directores y ejemplos al desarrollo y la promoción de la educación inclusiva. Se analiza cómo se entiende el liderazgo educativo, asà como el papel de los directores de escuela para hacer realidad la inclusión en las escuelas, los desafÃos experimentados y las cualidades de los lÃderes educativos. . |
| Nota de contenido: |
Foreword -- Review Board Page -- Introduction; Stacey N. J. Blackman, Dennis. A. Conard and Launcelot I. Brown -- Section 1: Globalized Views of Inclusion in the Caribbean: Implications for Education Policy & School Organization -- 1. Evolution of Educational Inclusion Policy Discourse in Jamaica: From Colonialism to Globalization; Nigel Brissett -- 2. The Implications of Selective Secondary Education for Inclusive Education in Barbados; Marcia Pilgrim & Garry Hornby -- 3. Quantitative Research Methods and Design for Investigating Inclusive Education in the Caribbean; Chelseaia Charran, Audrey M. Sorrells & North Cooc -- Section 2: Critical Debate on Education Exclusion and Overcoming Barriers to Participation in School -- 4. The Case of Educational Exclusion of Children in the Eastern Caribbean; Verna Knight -- 5. The Marginalization of Poor Children in the Education System of Trinidad and Tobago: Insights From International Large-Scale Assessments and a Local Study; Jerome De Lisle -- 6. Black Mixed-Race Men and the Black Monster: Challenging the Axiom of Self-Fulfilling Prophecies; Remi Joseph-Salisbury -- 7. Addressing Antisocial Behavior and Violence as Barriers to Learning: Lessons from Jamaica's Change From Within Program; Therese Ferguson -- 8. Preparing Students for the 21st Century Through Family Engagement in Postsecondary and Workforce Readiness; Kayon Morgan -- Section 3: Decolonizing Pedagogy, Curriculum and Teacher Preparation in the Caribbean -- 9. Resetting the Instructional Culture: Constructivist Pedagogy for Learner Empowerment in the Postcolonial Context of the Caribbean; Erold Bailey -- 10. Fostering Critical Colonial Consciousness Through Queer Pedagogy; Keitha-Gail Martin-Kerr -- 11. Integrating Student Voices to Promote Inclusive Curricular Practices in Post-Colonial Education Systems in the Anglophone Caribbean; Roland Birbal and Iris Bradshaw-Hewitt -- 12. Inclusion, Critical Professionalism, and Transformative Practice; Lisa Ibrahim-Joseph & Jennifer Lavia -- Section 4: Leadership for Inclusive Education: Selected Studies from the Caribbean and USA -- 13. A North–South Dialogue on Principals' Understanding of Advocacy for and Barriers Faced Achieving Inclusive Education; Stacey N.J. Blackman, Dennis A. Conrad, Ken Williams, & Theresa Abodeeb-Gentile -- 14. Recollections, Perspectives, and Recommendations of an Educator and a Gentleman In Memory of Ewart 'Werty' Taylor; Dennis A. Conrad and Launcelot I. Brown -- Conclusion: Achieving Inclusive Education: Where to Next?; Stacey N. J. Blackman, Dennis A. Conrad, and Launcelot I. Brown. . |
| Tipo de medio : |
Computadora |
| Summary : |
This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the mainsite of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders. . |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Achieving Inclusive Education in the Caribbean and Beyond : From Philosophy to Praxis [documento electrónico] / Blackman, Stacey N. J., ; Conrad, Dennis A., ; Brown, Launcelot I., . - 1 ed. . - [s.l.] : Springer, 2019 . - XIX, 293 p. 13 ilustraciones. ISBN : 978-3-030-15769-2 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Estructura social Igualdad medicina social Derechos humanos Salud Medicina y Sociedad |
| Clasificación: |
306.43 |
| Resumen: |
Este libro ofrece una perspectiva internacional de cuestiones filosóficas, conceptuales y orientadas a la praxis que inciden en el logro de la educación para todos los estudiantes. Arroja luz sobre las barreras históricas, sistémicas, estructurales, organizativas y actitudinales que siguen siendo la antÃtesis de la filosofÃa y la práctica de la educación inclusiva en el Caribe. La primera sección del libro examina cómo las visiones globalizadas de inclusión informadas por ideas filosóficas del Norte han influido y continúan influyendo en la agenda de equidad en la educación en la región. La segunda sección considera cómo la exclusión y la marginación todavÃa ocurren en islas seleccionadas del Caribe. Proporciona datos tanto cuantitativos como cualitativos sobre la naturaleza y la experiencia de la exclusión en islas seleccionadas del Caribe, el Reino Unido y Estados Unidos. La tercera sección aborda las realidades prácticas de transformar los sistemas educativos en el Caribe para la inclusión. En particular, identifica las prácticas docentes como el principal tema de interrogación que debe abordarse para que la inclusión tenga éxito. La cuarta y última sección examina la contribución de los directores y ejemplos al desarrollo y la promoción de la educación inclusiva. Se analiza cómo se entiende el liderazgo educativo, asà como el papel de los directores de escuela para hacer realidad la inclusión en las escuelas, los desafÃos experimentados y las cualidades de los lÃderes educativos. . |
| Nota de contenido: |
Foreword -- Review Board Page -- Introduction; Stacey N. J. Blackman, Dennis. A. Conard and Launcelot I. Brown -- Section 1: Globalized Views of Inclusion in the Caribbean: Implications for Education Policy & School Organization -- 1. Evolution of Educational Inclusion Policy Discourse in Jamaica: From Colonialism to Globalization; Nigel Brissett -- 2. The Implications of Selective Secondary Education for Inclusive Education in Barbados; Marcia Pilgrim & Garry Hornby -- 3. Quantitative Research Methods and Design for Investigating Inclusive Education in the Caribbean; Chelseaia Charran, Audrey M. Sorrells & North Cooc -- Section 2: Critical Debate on Education Exclusion and Overcoming Barriers to Participation in School -- 4. The Case of Educational Exclusion of Children in the Eastern Caribbean; Verna Knight -- 5. The Marginalization of Poor Children in the Education System of Trinidad and Tobago: Insights From International Large-Scale Assessments and a Local Study; Jerome De Lisle -- 6. Black Mixed-Race Men and the Black Monster: Challenging the Axiom of Self-Fulfilling Prophecies; Remi Joseph-Salisbury -- 7. Addressing Antisocial Behavior and Violence as Barriers to Learning: Lessons from Jamaica's Change From Within Program; Therese Ferguson -- 8. Preparing Students for the 21st Century Through Family Engagement in Postsecondary and Workforce Readiness; Kayon Morgan -- Section 3: Decolonizing Pedagogy, Curriculum and Teacher Preparation in the Caribbean -- 9. Resetting the Instructional Culture: Constructivist Pedagogy for Learner Empowerment in the Postcolonial Context of the Caribbean; Erold Bailey -- 10. Fostering Critical Colonial Consciousness Through Queer Pedagogy; Keitha-Gail Martin-Kerr -- 11. Integrating Student Voices to Promote Inclusive Curricular Practices in Post-Colonial Education Systems in the Anglophone Caribbean; Roland Birbal and Iris Bradshaw-Hewitt -- 12. Inclusion, Critical Professionalism, and Transformative Practice; Lisa Ibrahim-Joseph & Jennifer Lavia -- Section 4: Leadership for Inclusive Education: Selected Studies from the Caribbean and USA -- 13. A North–South Dialogue on Principals' Understanding of Advocacy for and Barriers Faced Achieving Inclusive Education; Stacey N.J. Blackman, Dennis A. Conrad, Ken Williams, & Theresa Abodeeb-Gentile -- 14. Recollections, Perspectives, and Recommendations of an Educator and a Gentleman In Memory of Ewart 'Werty' Taylor; Dennis A. Conrad and Launcelot I. Brown -- Conclusion: Achieving Inclusive Education: Where to Next?; Stacey N. J. Blackman, Dennis A. Conrad, and Launcelot I. Brown. . |
| Tipo de medio : |
Computadora |
| Summary : |
This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the mainsite of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders. . |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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