Making Inclusion Work

Reviews / Votes

'. . . the book has a practical relevance that will be particularly useful to teachers seeking to design inclusive curriculum and pedagogy. The examples given are detailed and will be helpful to practitioners. They will also provide the opportunity for both teachers and researchers to reflect on their own inclusion-based efforts and to compare these with those of others in academic communities elsewhere.' -- Kate Barnett, Journal of Educational Administration and History 'Making Inclusion Work is undoubtedly a valuable compendium of proven practices of inclusive education with its rich array of contributors from diverse cultures and perspectives. This illuminating and innovative 'must-read' and much needed text is a perceptive reference, especially for teachers, hoping to make a difference by adapting the suggested inclusive pedagogical strategies which may result in an all-encompassing society of mankind.' -- Prathiba Nagabhushan, International Review of Education 'Full of insights for any organizational scholar still hoping to make a difference for a better world, this greatly illuminating book examines what it takes to intervene critically but positively in the mainstream of a globalized academic life, and be able to survive such interventions. The contributors offer "tried and tested" approaches - neither aggressive nor confrontational - allowing them to bring inclusion and multiplicity to their teaching and their research while carving spaces for action and resistance to hegemonic academic practices. An innovative 'must read' and much needed text!' -- Marta B. Calas, University of Massachusetts, US 'This important book should be required reading for all management educators. Starting from an incisive and timely critique of the increasingly standardized global academic system, the editors set out to offer an inclusive vision of what education can be. A rich array of contributors from diverse cultures and perspectives offer experiences and ideas about the practice of inclusive education and, perhaps more importantly, offer some hope that the logic of standardization is not immutable.' -- Christopher Grey, University of Warwick, UK