The children's playground as a microcosm of society
- Authors: Burke, Jenene
- Date: 2012
- Type: Text , Book chapter
- Relation: 5th International Conference of Education, Research and Innovation p. 3030-3039
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- Description: Play, as a major social institution, influences the shaping of society. By gathering in playground environments, children who do not necessarily know each other learn about others, social values and the communities in which they live. In this paper, the playground is examined as a place that can offer opportunities for children with impairments to play freely and creatively, or alternatively, to experience restrictions through structural oppression. The qualitative study reported on in this paper is drawn from an Australian Research Council Linkages Project. Data were collected from 72 participant children, who compiled personal photographic scrapbooks and were observed at play in playgrounds. Data were also obtained from a series of focus group discussions with parents of children with impairments and adults with impairments. In this paper, evidence is presented to demonstrate that children, through the spatiality of a purposed-provided play space, as a microcosm of society, come to understand disability and, therefore, those who are considered disabled. The presentation concludes that taken-for-granted and exclusive practices around playground configuration can have powerful repercussions upon the way difference attributed to impairment is socially constructed by children.
Dyslexia and learning: An Insider account of negotiating barriers and aids in secondary education
- Authors: Burke, Jenene , Bushby, Alanna
- Date: 2017
- Type: Text , Book chapter
- Relation: Inclusive education: Making sense of everyday practice Chapter 10 p. 141-157
- Full Text: false
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- Description: Personal narratives derived from insider accounts of schooling can illuminate our understanding of how individuals negotiate their learning; and how teachers and schools might empower or marginalise students on the basis of a specific learning disability. This chapter retrospectively examines the lived experience of one of the authors, Alanna, as a student diagnosed with dyslexia. Alanna, who is a graduate teacher, is positioned as an ‘insider’ in the recounting of her secondary schooling experiences. She negotiated her learning at secondary school in two contrasting Australian schools and reflects on how her learning was both supported and limited within these educational settings. We consider Alanna’s learning experiences through the lens of the social relational understanding of disability (Thomas, 1999) along with the principle of educational inclusion. We tease out how schools and individual teachers can create conditions for learning that contribute to the success of a student diagnosed with dyslexia in a secondary education setting, and also how a learner can ultimately take control of her own learning.
- Description: Personal narratives derived from insider accounts of schooling can illuminate our understanding of how individuals negotiate their learning; and how teachers and schools might empower or marginalise students on the basis of a specific learning disability. This chapter retrospectively examines the lived experience of one of the authors, Alanna, as a student diagnosed with dyslexia. Alanna, who is a graduate teacher, is positioned as an ‘insider’ in the recounting of her secondary schooling experiences. She negotiated her learning at secondary school in two contrasting Australian schools and reflects on how her learning was both supported and limited within these educational settings. We consider Alanna’s learning experiences through the lens of the social relational understanding of disability (Thomas, 1999) along with the principle of educational inclusion. We tease out how schools and individual teachers can create conditions for learning that contribute to the success of a student diagnosed with dyslexia in a secondary education setting, and also how a learner can ultimately take control of her own learning. Inclusive Education : Making Sense of Everyday Practice, BRILL, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ballarat/detail.action?docID=4803299.
Working towards a sustainable, responsive, inclusive, and diverse global education future
- Authors: Weuffen, Sara , Burke, Jenene , Goriss-Hunter, Anitra , Plunkett, Margaret , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 19 p. 277-286
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- Description: In this chapter, we synthesise the interwoven narrative presented in this edited collection that interrogates discourses and policies of inclusive education, foregrounds the lived realities of diverse cohorts, and offers new ways of thinking and acting through a process of capacity building. Through thematic analysis, we analyse emergent themes pertaining to diversity and inclusion to illuminate the divergence between rhetoric and practice where the provision of quality education is concerned. Ultimately, we question whether the United Nations Sustainable Development Goal 4 of quality education for all is being actualised in the twenty-first century and offer provocations on the possibilities of actualising a sustainable, responsive, inclusive, and diverse education future globally.
Policy, discourse and epistemology in inclusive education
- Authors: Burke, Jenene , Goriss-Hunter, Anitra , Emmett, Susan
- Date: 2023
- Type: Text , Book chapter
- Relation: Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
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- Description: This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.