Challenging the Discourses of Inclusion and Exclusion with Off Limits Curricula.

Autor/in	Preece, Julia
Titel	Challenging the Discourses of Inclusion and Exclusion with Off Limits Curricula.
Quelle	(2000), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Action Research; Adult Education; Adult Learning; Adult Programs; Change Strategies; Community Organizations; Curriculum Development; Definitions; Educational Change; Educational Policy; Educational Practices; Educational Principles; Equal Education; Foreign Countries; Inclusive Schools; Muslims; Partnerships in Education; Peer Relationship; Policy Formation; Politics of Education; Position Papers; Program Effectiveness; Research Projects; Social Integration; Social Isolation; Teacher Student Relationship; Universities; Womens Education; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Projektforschung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Begriffsbestimmung; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsprinzip; Ausland; Inclusive school; Integrative Schule; Muslim; Muslimin; Hochschulpartnerschaft; Peer-Beziehungen; Politische Betätigung; Educational policy; Positionspapier; Forschungsvorhaben; Soziale Integration; Soziale Isolation; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität; 'Women''s education'; Frauenbildung; Großbritannien
Abstract	Educational strategies for social inclusion are based on particular definitions that do not always take account of the complexities of exclusion and inclusion. By attempting to "normalize" the unemployed and disaffected, social inclusion efforts often legitimate the status quo of systems that might otherwise be regarded as contributing to social exclusion. Among the issues that are often ignored in attempts to address social exclusion through education and training are structural unemployment, age, social values, institutional provision, and the notion of what counts as worthwhile learning. These issues were addressed successfully in an action research project in the north of England. The project, which was a partnership between a university and local community organizations, catered to various adults, including men in prison, young mothers, disaffected youth, unwaged people with disabilities, and young Pakistani Muslim women. The courses were validated through the university via an accredited skills framework. According to the information gathered during 50 interviews and 12 focus groups conducted throughout the project, the project's success in helping participants achieve social inclusion can be attributed to the positive student-teacher and student-student relationships cultivated through an educational strategy based on the principle of teaching engaged pedagogy. (Contains 49 references.) (MN)
Anmerkungen	For full text: http://www.open.ac.uk/lifelong-learning/papers/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC