Reading for meaning : problematizing inclusion in Indonesian civic education

Fearnley- Sander, Mary, Moss, Julianne and Harbon, Lesley 2004, Reading for meaning : problematizing inclusion in Indonesian civic education, International journal of inclusive education, vol. 8, no. 2, pp. 203-219, doi: 10.1080/1360311032000158051.

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Title Reading for meaning : problematizing inclusion in Indonesian civic education
Author(s) Fearnley- Sander, Mary
Moss, JulianneORCID iD for Moss, Julianne
Harbon, Lesley
Journal name International journal of inclusive education
Volume number 8
Issue number 2
Start page 203
End page 219
Publisher Routledge
Place of publication Abingdon, England
Publication date 2004
ISSN 1360-3116
Summary This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers participating in political and educational democratization as they attempt to embrace and develop citizenship classroom practices that feature respect for difference. The theoretical interest is in both citizenship theory and inclusion; showing how the civic cultures of school and nation intersect; and the implications of that intersection for inclusion theory and cross‐cultural theorizing of inclusion more broadly.
Language eng
DOI 10.1080/1360311032000158051
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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