Four teachers talking: social inclusion, professional development and (un)contested meaning

POVEY, H., STEPHENSON, K. and RADICE, M. (2001). Four teachers talking: social inclusion, professional development and (un)contested meaning. Journal of in-service education, 27 (3), 377-404.

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Link to published version:: https://doi.org/10.1080/13674580100200162
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    Abstract

    The concept of social inclusion has been adopted as an overarching guide to policy by the New Labour government in the United Kingdom (following some of its European counterparts) and this extends into the realm of education. However, although the term is in currency, its true value and sense is not yet clear to many educational practitioners - even those who are dealing with projects directly inspired by it. Four teachers working in posts concerned with social inclusion reflect on their own professional development and that of their colleagues. This provides the context for a discussion of the conflicts, tensions and contested meanings they experience in their daily work.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/13674580100200162
    Page Range: 377-404
    Depositing User: Ann Betterton
    Date Deposited: 22 Dec 2008
    Last Modified: 13 Jun 2017 12:44
    URI: http://shura.shu.ac.uk/id/eprint/163

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