International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia?
Journal article
Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng and Mu, Guanglun. (2015). International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia? International Journal of Disability, Development and Education. 62(6), pp. 556 - 570. https://doi.org/10.1080/1034912X.2015.1077933
Authors | Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng and Mu, Guanglun |
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Abstract | Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified. |
Year | 2015 |
Journal | International Journal of Disability, Development and Education |
Journal citation | 62 (6), pp. 556 - 570 |
ISSN | 1034-912X |
Digital Object Identifier (DOI) | https://doi.org/10.1080/1034912X.2015.1077933 |
Page range | 556 - 570 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
https://acuresearchbank.acu.edu.au/item/8860x/international-representations-of-inclusive-education-how-is-inclusive-practice-reflected-in-the-professional-teaching-standards-of-china-and-australia
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