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Relational and Responsive Inclusion

Contexts for Becoming and Belonging


Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford

Socially unjust circumstances continue to perpetuate inadequate classroom, school and system-level responses to longstanding social justice imperatives, shutting out power-sharing solutions to educational disparities and marginalizing populations of Indigenous and minoritized peoples. To address these educational disparities, this book proposes a relational and culturally responsive framework, from within a critical and indigenous paradigm that is designed to foster one’s sense of becoming and belonging in the world with all people, and thus promotes inclusion. Praxis such as this challenges traditional paradigms that marginalize or dehumanize those with whom we seek to work. Social justice in education must be concerned with recognizing, respecting and being inclusive of the diversity of all students. Social justice is about valuing and including all children for the potential they arrive with and for the families that stand beside them, rather than on what we might aspire to change and mold them into being.
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Praise for Relational and Responsive Inclusion

“Educators around the globe will be drawn to these rich narratives of exclusion and belonging. The authors challenge us to disrupt simplistic understandings of inclusion and push us towards deeper commitments to creating welcoming communities while still honoring individual and group identities.”

Mara Sapon-Shevin, Professor of Inclusive Education and Faculty Member: Disabilities Studies, Women's Studies, and Programs in the Analysis and Resolution of Conflicts, Syracuse University, Syracuse, NY

“Relational and Responsive Inclusion: Contexts for Becoming and Belonging is a new edited book in Peter Lang's Inclusion and Teacher Education series by four very experienced and committed women scholars: Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford. The collection of sixteen chapters examines the changing experiences, policies, and systems for supporting students with disabilities as well as research about culturally responsive inclusive practices. This is the strength of this book: it brings many years of practical experience in schools of kaupapa Maori theory together with the principles espoused by Paulo Friere to consider how inclusion can be actioned. The resulting praxis is both relational and inclusive setting up a model for the achievement of social justice within mainstream schooling that rests on a philosophy of belonging and becoming. An important work to be read by all scholars, teachers, and administrators interested in inclusive education.”

Michael A. Peters, Emeritus Professor, University of Illinois and Professor of Education, University of Waikato, Hamilton, New Zealand, and Tina Besley, Professor,...

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