Cross-curriculum design: enacting inclusive pedagogy and curriculum

Moss, Julianne and Harvie, Katie 2015, Cross-curriculum design: enacting inclusive pedagogy and curriculum. In Deppeler, Joanne M., Loreman, Tim, Smith, Ron and Florian, Lani (ed), Inclusive pedagogy across the curriculum: international perspectives on inclusive education, Emerald, Bingley, Eng., pp.259-279, doi: 10.1108/S1479-363620150000007018.

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Title Cross-curriculum design: enacting inclusive pedagogy and curriculum
Author(s) Moss, Julianne
Harvie, KatieORCID iD for Harvie, Katie
Title of book Inclusive pedagogy across the curriculum: international perspectives on inclusive education
Editor(s) Deppeler, Joanne M.
Loreman, Tim
Smith, Ron
Florian, Lani
Publication date 2015
Series International perspectives on inclusive education
Start page 259
End page 279
Total pages 20
Publisher Emerald
Place of Publication Bingley, Eng.
Keyword(s) Inclusive Education
Inclusive pedagogy
inquiry learning
Summary The chapter is a practise led example of how the inclusive pedagogical approach in action (IPAA) framework lives as evidence of inclusive pedagogy. In particular it draws on understandings of cross-curriculum design as an approach that supports teaching practises for all children. Some readers may be familiar with the language of curriculum differentiation. Commonalties may be seen in the approaches that advocate for curriculum differentiation and cross-curriculum design, however not a lot is gained by adding another language game or rule of curriculum talk which asserts the power of difference by applying the language of differentiation as the focus for inclusive pedagogical action. As the IPAA framework stresses, teachers must believe that they are qualified and capable of teaching all children. Teachers who are engaged in the IPAA in action continually develop creative new ways of working and their professional stance is one where they are willing to work with others (including all of their students) to continually enhance their professional learning through practise orientations. Hence, in this chapter, both the theoretical underpinnings of effective teaching associated with the cross-curriculum design are assumed to have a potential link to any one of the other curricular areas specified in this book. Cross-curriculum design inherently foregrounds inclusive pedagogical possibilities and a concern for knowing more about curriculum theorising and reimaging classroom practice for all students, that is engaging in generative and productive pedagogical work.
ISBN 9781784416485
Language eng
DOI 10.1108/S1479-363620150000007018
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2015, Emerald
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Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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