by Carmel Conn (Editor), Alison Murphy (Editor)
This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture.
The authors consider the pedagogical practices involved in supporting educational inclusion for young children. The book focuses on key issues in relation to inclusive pedagogy including young children's learning subjectivities, socio-material realities of learning in early childhood contexts, and perspective-taking of children and adults in relation to learning and difference.
The book draws together findings from experts who are employing innovative methods for research in early childhood education, including conversation analysis, phenomenological enquiry and participant ethnography, in order to create new knowledge and understanding about how young children are and feel themselves to be included.
This textbook will be essential reading for students and practitioners alike. The book is particularly pertinent for undergraduate and postgraduate students studying early years as well as courses which focus on education or teaching or inclusion.
Author Biography
Carmel Conn is Associate Professor in Inclusive Pedagogy and Course Leader for the MA in Autism in the School of Education, Early Years and Youth Work at the University of South Wales in the UK.
Alison Murphy is a Lecturer in Primary Education Studies in the Institute of Education, Childhood and Youth at University of Wales Trinity St David in the UK.