Progress toward Agenda 2030: a mid term review of the status of inclusive education in global contexts
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...
Gespeichert in:
| Weitere beteiligte Personen: | , , , |
|---|---|
| Format: | E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Bingley, U.K.
Emerald Publishing Limited
2023
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| Schriftenreihe: | International perspectives on inclusive education
v. 21 |
| Schlagwörter: | |
| Links: | https://doi.org/10.1108/S1479-3636202321 |
| Zusammenfassung: | 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. |
| Umfang: | 1 Online-Ressource (360 Seiten) |
| ISBN: | 9781804555101 |
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| 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), Sarah Semon (Vanderbilt University, USA) ;series editor Chris Forlin (University of Notre Dame, Australia) Bingley, U.K. Emerald Publishing Limited 2023 ©2023 1 Online-Ressource (360 Seiten) txt c cr International perspectives on inclusive education v. 21 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. Catania, Nicholas Forlin, Chris Lane, Danielle Semon, Sarah Erscheint auch als Druck-Ausgabe 9781804555088 Erscheint auch als Druck-Ausgabe 9781804555095 |
| spellingShingle | Progress toward Agenda 2030 a mid term review of the status of inclusive education in global contexts United Nations. |
| 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), Sarah Semon (Vanderbilt University, USA) ;series editor Chris Forlin (University of Notre Dame, Australia) |
| 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), Sarah Semon (Vanderbilt University, USA) ;series editor Chris Forlin (University of Notre Dame, Australia) |
| 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), Sarah Semon (Vanderbilt University, USA) ;series editor Chris Forlin (University of Notre Dame, Australia) |
| 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 |
| topic | United Nations. |
| topic_facet | United Nations. |
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