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Keeping the promise? Contextualizing Inclusive Education in Developing Countries

:	Rolf Werning, Alfredo Artiles, Petra Engelbrecht, Myriam Hummel, Marta Caballeros, Antje Rothe (Hrsg.)
:	Keeping the promise? Contextualizing Inclusive Education in Developing Countries
:	Verlag Julius Klinkhardt
:	9783781554924
:	1
:	CHF 0.50
:

:	Sonderpädagogik
:	English

:	185
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Inclusive education became a global promise corroborated by international declarations such as the Salamanca Statement (1994) and the Incheon Declaration (2015).
Most countries worldwide have committed to the goal of inclusive education, putting a lot of pressure on so-called developing countries.
Against this backdrop, the threefold purpose of this book is to:
1. Generate research evidence on the development and implementation of inclusive education in developing countries,
2. Contextualize inclusive education in specific developing countries and contexts, and
3. Reflect on the future of inclusive education in developing countries.

	Rolf Werning / Alfredo J. Artiles /Petra Engelbrecht / Myriam Hummel /Marta Caballeros / Antje Rothe(Eds.):Keeping the Promise?	1
	Impressum	2
	Content	6
	Nidhi Singal: Foreword	8
	Introduction	10
	Petra Engelbrecht and Alfredo J. Artiles: 1 Inclusive Education: Contextualizing the Historyof a Global Movement	16
	1 History of Inclusive Education	17
	2 Global Debates and Research on the Implementation of Inclusive Education	19
	3 Main Themes from Research on Inclusive Education in Developing Countries	22
	4 Conclusions	26
	References	27
	Myriam Hummel, Petra Engelbrecht and Rolf Werning: 2.1 Developing an Understanding of Inclusive Education in Malawi	30
	1 Malawi’s Socio-Economic and Cultural Contexts	30
	2 The Malawi Education System	31
	3 Central Research Findings	38
	4 Future Perspectives	45
	References	45
	Antje Rothe, Evance Charlie and Anderson Chikumbutso Moyo: 2.2 Global Processes and Local Manifestations: Two Case Studies from Malawi	48
	1 Methodological Issues	49
	2 Characteristics of the Selected Case Study Schools	51
	3 Dimensions of Analysis and Findings: Special Education and Inclusive Education	54
	4 Dimensions of Analysis and Findings: Policy Idealism and School Reality	66
	5 Dimensions of Analysis and Findings: Traditional Orientations versus Formal Education	80
	6 Comparison	89
	7 Conclusions	91
	References	92
	Cristina Perdomo, Marta Caballeros, Alfredo J. Artiles, Magaly Menéndez and Gerson Sontay: 3.1 Developing an Understanding of Inclusive Education in Guatemala	94
	1 Guatemala’s Socio-Economic and Cultural Contexts	95
	2 The Guatemalan Education System	98
	3 Methodology of the Study	101
	4 Inclusive Education from the Stakeholder Perspective	104
	5 Discussion	115
	6 Concluding Remarks	117
	References	118
	Marta Caballeros, Alfredo J. Artiles, Héctor Canto and Cristina Perdomo: 3.2 Inclusive Education in Developing Countries: Two Case Studies from Guatemala	122
	1 Case Study School 1: Inclusive School in a Slum Area	126
	2 Inclusive Education in the Midst of Inequality: The Case of a Rural School	136
	3 Discussion	143
	References	149
	Myriam Hummel, Antje Rothe and Rolf Werning: 4 Theoretical Annotations of the Research Results from Guatemala and Malawi	152
	1 Tensions in the Implementation of Inclusive Education	153
	2 Recontextualization of Inclusive Education on Different System Levels	157
	3 Inclusive Education: From Negative Pressure to Positive Pressure	162
	4 Conclusions	164
	References	165
	Antje Rothe, Marta Caballeros, Myriam Hummel, Petra Engelbrecht, Alfredo J. Artiles and Rolf Werning: 5 Reflections on the Future of Inclusive Education	168
	Future Perspective #1: Using Situated Models of InclusiveEducation	169
	Future Perspective #2: Considering the Importance of Educational Quality in the Process of Realizing Inclusive Education	171
	Future Perspective #3: Creating Positive Pressure	174
	Keeping the Promise?	177
	References	179
	Short Biographies of the Authors and Editors	182
	Rückumschlag	188