Fostering Inclusion in Education: Alternative Approaches to Progressive Educational Practices

Contents
List of Contributors
List of Figures
List of Tables
Chapter 1: Introduction
	Bibliography
Part I: Inclusive Education: Reasons and Possibilities
	Chapter 2: Education in Modernity: The English Experience
		2.1 Introduction
		2.2 Trajectory of Post-1944 Education in England
			Selective Education (1944–1964)
			Progressive Education (1964–1980)
			State-Directed Education (1980–Present)
		2.3 The Development of Technics of Prescription
			Max Weber and the Rationalisation of Education
			Foucault and Disciplinarity
			Lyotard and Transactional Knowledge
		2.4 Alternative Conceptions of Education
		2.5 Two Kinds of State
			The Corporate State
			The Instrumental State
		2.6 Conclusion
		Bibliography
	Chapter 3: Implementing Inclusive Education: What Are the Levers to Support Teachers?
		3.1 Introduction
		3.2 What Themes Have Already Been Studied Regarding Inclusive Education?
		3.3 Can Leadership and Professionalization Be a Lever for Realizing Inclusive Education?
			Leadership
			Professionalization
		3.4 Examining Teachers’ Self-efficacy Beliefs Towards Students With and Without Special Educational Needs and the Role of Sources of Teacher Support
			Teachers’ Self-efficacy Beliefs Towards Students With and Without Special Educational Needs
			Impact of Sources of Teacher Support on Teachers’ Self-efficacy
		3.5 Top-Down and Bottom-Up Strategies Are Necessary to Realize Inclusive Education
		3.6 Teachers Have to Acquire Positive Experiences in Educating Students with Special Educational Needs
		3.7 Support for Teachers Can Enhance Positive Experiences by Educating Students with Special Educational Needs
		3.8 Conclusion: The Seed-Model for Supporting the Implementation of Inclusive Education
		Bibliography
	Chapter 4: Elaborated Dialogic Feedback and Negotiated Action in Peer Assessment: Metacognitive Benefits for Assessor and Assessee
		4.1 Peer Assessment—What Is It?
		4.2 Varieties of Peer Assessment
		4.3 Training
		4.4 Reliability and Validity
		4.5 Elaborated Dialogic Feedback
		4.6 Negotiated Action
		4.7 Metacognitive and Other Benefits for Assessor and Assessee
		4.8 Peer Assessment Supporting Inclusion
		4.9 Follow-Up and Sustainability
		4.10 Conclusion
		Bibliography
	Chapter 5: School, Jail and the Pandemic: What Can Philosophical Education Actually Do?
		5.1 The Evidence for Anti-civilization
			Prison Times
		5.2 School Times: The Wisdom of Love
		Bibliography
Part II: Turning Classes into Dialogic Communities: Theoretical Horizons Towards the Goal of Inclusion
	Chapter 6: Philosophical Inquiry with Children: Inviting Uncertainty into the Classroom
		6.1 Education for Uncertainty and the Future: Challenges for Teaching and Learning
		6.2 Uncertainty as a Key Element of Philosophical Inquiry
		6.3 Ethical Inquiry
		6.4 Learning for an Open and Uncertain Future?!
		6.5 Empirical Findings: Philosophical Inquiry as a Space for Mutual Learning and the Transformation of Pedagogical Paradigms
			What Do Students Think About Uncertainty in Philosophical Inquiry?
			How Do Teachers Deal with Uncertainty as a Central Element of Philosophising?
		Bibliography
	Chapter 7: The Reggio Emilia Approach to Early Childhood Education. An Analysis to Its Inclusive Perspectives and Their Relationships to Aesthetic Aspects
		7.1 The Key Elements of the Reggio Emilia Approach
		7.2 The Inclusive Perspective in the Reggio Emilia Approach
		7.3 The Defining Characteristics of the Reggio Emilia Approach Inclusive Model
		7.4 Difference as Generative Dimension
		Bibliography
	Chapter 8: For the Purpose of a Better Future Society: Advancing Progressive Philosophy and Pedagogy in Today’s World
		8.1 The Progressive Education Movement and Philosophy for Children Hawaii
		8.2 The Philosophy for Children Hawaii Approach to Progressive Pedagogy
		8.3 p4cHI: A Bottom-Up Approach to Advancing Progressive Education
		8.4 Creating the Next Generation of Progressive Education Leaders
		8.5 Final Reflections and Concluding Thoughts
		Bibliography
Part III: Practices, Effects and Results: A Pedagogical Path to Pursue
	Chapter 9: Philosophizing with Children in the Community of Inquiry: Uncertainty as Medium for Connected and Complex Thinking and Speaking
		9.1 Introduction
		9.2 Communication in Class, Language Development and Philosophizing with Children
		9.3 Empirical Findings on the Language Benefits of Philosophizing with Children
		9.4 Empirical Study of the Features of Philosophical Discussion at Two Hamburg Primary Schools
			How Children Dealt with the Openness of Philosophical Questions and the Uncertainty Resulting from Them
			Teacher Prompts During Discussion
		9.5 Linguistic Features of Philosophical Discussion in Comparison with Social Studies Discussions: Results of Linguistic Analysis
		9.6 Results
		9.7 Conclusion
		Bibliography
	Chapter 10: Inclusive Science Education Through Metaphors and Narrative
		10.1 Premises of Research
		10.2 Planning the Empirical Research Project
		10.3 The Empirical Research
		10.4 Test Results
			Comparing Answers
			The Use and Role of Metaphors
			The Follow-Up Tests: Metaphors and Long-Lasting Learning
		10.5 Observations on the Activities and Feedback from the Research Group
		10.6 Conclusions
		Bibliography
	Chapter 11: Fostering Kindergarteners’ Scientific Reasoning in Vulnerable Settings Through Dialogic Inquiry-Based Learning
		11.1 Building Science Capital Through Education
		11.2 Scientific Reasoning in Kindergarteners
		11.3 Dialogic Inquiry-Based Learning: A Suitable Methodology for Early Childhood Education
			Orientation Phase: Contextualizing the Inquiry Activity Through Storytelling
			Conceptualization Phase: Defining the Driving Question and Making Predictions
			Investigation Phase: Designing an Experiment to Check Our Predictions and Address the Research Question
			Results and Conclusion Phase: Comparing Predictions with Results
			Discussion Phase: Communicating New Understandings
		Bibliography
	Chapter 12: The Single-Word Response Method: Expanding the Efficacy of a Community of Inquiry
		12.1 Introduction
		12.2 Testing PwC’s Session Plan in a Problematic Community of Inquiry
			Study 1 (Age 4 to 17; 6 Groups; 76 Participants, Including 15 SEN; 10 Sessions Per Group)
			Study 2 (Age 5 to 12; 16 Groups; 160 Children, Including 27 SEN; Ongoing, 24 Sessions So Far)
			Study 3 (Adults; 4 Groups; 40 People; Ongoing, 16 Sessions So Far)
		12.3 The ‘Single-Word Response’ Method
		12.4 Results
			Study 1 (Age 4 to 17; 6 Groups; 76 Participants, Including 15 SEN; 10 Sessions Per Group)
			Study 2 (Age 5 to 12; 16 Groups; 160 Children, Including 27 SEN; Ongoing, 24 Sessions So Far)
			Study 3 (Adults; 4 Groups; 40 People; Ongoing, 16 Sessions So Far)
		12.5 Conclusions: Dare Questioning… Within a Community, and About It
		Bibliography
	Chapter 13: Effects of “Philosophical Debates” at Preschool on the Recognition of Sex-Stereotyping: An Ongoing Double-Level Participatory Intervention Research
		13.1 Introduction
		13.2 Theoretical Framework
			A Relational Approach to the Concept of Gender
			Epistemic Gender Positioning
			The Differential Didactic Contract
		13.3 Research Rationale and Purposes: The Focus Point of Change to Study and Fight against Gender Inequalities in Learning
		13.4 Context of the Study and Research Design
			EÇACHANGE Participatory Intervention Research
			Characteristics of the Learning Sequence Co-developed with the Teachers
				“Philosophical Debates” at Preschool
				What Do We Mean by “Philosophical Debates”?
				Learning Sequence
			Data Collection and Analysis
		13.5 Findings: Constraints and Possibilities of “Philosophical Debates” at Preschool in Connection with a Differential Dynamic According to Gender
			Illustrations of Joint Didactic Action in Natalia’s Class: A Topogenesis from the Students’ Side
			Illustrations of Didactic Joint Action in Christiane’s Class: A Strongly Supervising Teacher’s Line of Action
			Discussion: What Are the Effects of Philosophical Debates on Students’ Identification of Gender Stereotypes?
		13.6 Conclusion: Feedback on the Fruitfulness of the Research
		Bibliography
Correction to: Fostering Kindergarteners’ Scientific Reasoning in Vulnerable Settings Through Dialogic Inquiry-Based Learning
Conclusion
Index