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Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
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China’s return to social work education, after a nearly 35-year absence, opened the door for partnerships like the 2012 China Collaborative partnership between the Council on Social Work Education’s (CSWE) Katherine A. Kendall Institute, the China Association of Social Work Education (CASWE) and the International Association of Schools of Social Work (IASSW). The University of Alabama School of Social Work (UA SSW) was selected to participate in the collaborative and was connected to the Southwest China Region, specifically partnered with Yunnan University. This manuscript will share the strategies used to engage faculty and students from each partnering institution. Data collected by UA SSW over the five-year partnership will be utilised to contribute to the discussion of the extent to which Western knowledge and theory about social work education might usefully be applied to the Chinese context.
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The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open-ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting their needs through successful participation and agentic possibilities. Findings showed that students were more prone to social rejection and being isolated or bullied than their peers. They were struggling to feel included or participate, their needs were only partially being met, and they had few opportunities to exert influence on their educational trajectories. Recommendations are provided to assist educators and schools in enhancing students with SEN to connect to the learning process and community, with the provision of appropriate learning adjustments and more active approaches to ensure their acceptance by mainstream students, including the formation of coaching peers to assist in developing social and academic skills under teacher's scaffolding practices. This study highlights the contribution of the heutagogical perspective to advance research on the participation and agency of students with SEN in mainstream schools.
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"Providing an overview of key issues in theory and practice, Replication Research in Education is designed to identify and discuss the benefits and challenges facing replication studies in education. Both clear and practical, this ground-breaking volume covers how to introduce, develop, conduct, report and discuss these studies, and the issues they raise for policy and practice. Bridging theory and practice, this book considers what replication research should look like, how it should be conducted and how to judge when it has been successful. It enables researchers to plan and conduct studies successfully, from their earliest stages through to completion. This key text: brings together in a single volume, existing issues, claims and counter-claims, discourses and practices of replication introduces, covers, and extends this field of research, indicating its possibilities and limits expands and adds to existing discussions and practices will enable researchers to design, conduct, evaluate and critique studies. The comprehensive and exhaustive coverage of issues and practices within Replication Research in Education make it a "must read" for all novice and experienced educational researchers who are considering, conducting, and reviewing replication studies in education"--
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Macau, Macau Business, MAG, MB, MB Featured, Opinion | In June of this year, a publication entitled ‘Macau’s sustainability and diversification’ noted that Macau’s ‘economic volatility caused by an unbalanced industrial structure restricts the diversified development of society. Economic diversification is the only way for Macau to achieve sustainable development’. Nothing new there, and, anyway, such a singular view is unconvincing. What about other aspects of society? Diversity is not singular, and it requires inclusion.
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