Progress toward Agenda 2030: a mid term review of the status of inclusive education in global contexts
Gespeichert in:
| Weitere beteiligte Personen: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Bingley, UK
Emerald Publishing
2023
|
| Ausgabe: | First edition |
| Schriftenreihe: | International perspectives on inclusive education
volume 21 |
| Schlagwörter: | |
| Links: | https://doi.org/10.1108/S1479-3636202321 https://doi.org/10.1108/S1479-3636202321 |
| Abstract: | At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN's Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN's education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030. |
| Beschreibung: | Includes bibliographical references and index. - Print version record |
| Umfang: | 1 Online-Ressource (xxv, 330 Seiten) |
| ISBN: | 9781804555088 |
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| 520 | 3 | |a At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN's Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN's education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030. | |
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| 653 | 0 | |a Inclusive education | |
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| 653 | 0 | |a Education ; Inclusive Education | |
| 653 | 0 | |a Inclusive education, mainstreaming | |
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| illustrated | Not Illustrated |
| indexdate | 2024-12-20T20:11:39Z |
| institution | BVB |
| isbn | 9781804555088 |
| language | English |
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| series2 | International perspectives on inclusive education |
| spelling | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts edited by Danielle Lane (Western Oregon University, USA), Nicholas Catania (State College of Florida, USA) and Sarah Semon (Vanderbilt University, USA) First edition Bingley, UK Emerald Publishing 2023 1 Online-Ressource (xxv, 330 Seiten) txt rdacontent c rdamedia cr rdacarrier International perspectives on inclusive education volume 21 Includes bibliographical references and index. - Print version record At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN's Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN's education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030. United Nations Inclusive education Education and state Education ; Inclusive Education Inclusive education, mainstreaming Lane, Danielle edt Catania, Nicholas edt Semon, Sarah edt Erscheint auch als Druck-Ausgabe 978-1-80455-509-5 Erscheint auch als Online-Ausgabe, EPUB 978-1-80455-510-1 |
| spellingShingle | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts |
| title | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts |
| title_auth | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts |
| title_exact_search | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts |
| title_full | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts edited by Danielle Lane (Western Oregon University, USA), Nicholas Catania (State College of Florida, USA) and Sarah Semon (Vanderbilt University, USA) |
| title_fullStr | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts edited by Danielle Lane (Western Oregon University, USA), Nicholas Catania (State College of Florida, USA) and Sarah Semon (Vanderbilt University, USA) |
| title_full_unstemmed | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts edited by Danielle Lane (Western Oregon University, USA), Nicholas Catania (State College of Florida, USA) and Sarah Semon (Vanderbilt University, USA) |
| title_short | Progress toward Agenda 2030 |
| title_sort | progress toward agenda 2030 a mid term review of the status of inclusive education in global contexts |
| title_sub | a mid term review of the status of inclusive education in global contexts |
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