Susie Miles
Biographic Data
| ID | 6177249 |
|---|---|
| NAME | Susie Miles |
| GIVEN NAMES | Susie |
| FAMILY NAME | Miles |
| SIGNATURE | MILES S |
| AFFILIATIONS | University of Manchester |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
Inclusions and Exclusions in Rural Tanzanian Primary Schools
This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal lear…
Deaf Learners’ Experiences in Malaysian Schools
The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically div…
Photography in Educational Research
Making sense of inclusive education in the Pacific region
This article is based on material collected in researching the viability of a regional network focused on the inclusion of children with disabilities in education in the Pacific region. It discusses the importance of balancing the international vision of a rights-based approach to education with indigenous inclusive values in the small and scattered Pacific island populations. A case study is analysed of the development of community-based inclusi…
Education in times of conflict and the invisibility of disability
Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to …
Establishing the foundations for an inclusive education system in Iraq
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured …
Education for diversity
This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including gove…
Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography
In this article I explore insights gained from participating in an exploratory, small-scale study led by the Enabling Education Network (EENET) in 17 schools in northern Zambia and five schools in Tanzania. Facilitating South-based research, while based in a Northern university, raises complex ethical issues about voice and control which are discussed in the article. The main aim of the study was to explore understandings of inclusive education a…
Including Deaf Children in Primary Schools in Bushenyi, Uganda
Bushenyi District Education Department in Uganda, east Africa, is supporting 123 deaf children registered in 14 units attached to primary schools—eight per cent of deaf children in Bushenyi. Yet fewer than two per cent of deaf children attend school in Uganda as a whole. The history of this ground-breaking, parent-led, yet government-funded, community-based initiative is explored in the light of global efforts to promote Education for All. It is …
The Education for All and inclusive education debate
This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having ‘special educational needs’ or impairments and disabilities. The exclusion from ‘mainstream’ education programmes of the estimated, though unreliable, figures of 90 or 98% of children in Southern countries has, until relatively recently, be…
Engaging with teachers’ knowledge
Current efforts to ensure that every child completes a full cycle of primary education are hampered by chronic poverty and prolonged conflict in the South. It is estimated that 75 million children of primary age are out of school and that one‐third are disabled. This paper contrasts the exclusionary impact of the global digital and communication divide with the international rhetoric of Education for All. Access to information has increased in ou…
Making Education for All inclusive
Engaging with the Disability Rights Movement
This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully …
Disabled Children in Post-War Mozambique
The Education for All and inclusive education debate
This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having ‘special educational needs’ or impairments and disabilities. The exclusion from ‘mainstream’ education programmes of the estimated, though unreliable, figures of 90 or 98% of children in Southern countries has, until relatively recently, be…
Engaging with teachers’ knowledge
Current efforts to ensure that every child completes a full cycle of primary education are hampered by chronic poverty and prolonged conflict in the South. It is estimated that 75 million children of primary age are out of school and that one‐third are disabled. This paper contrasts the exclusionary impact of the global digital and communication divide with the international rhetoric of Education for All. Access to information has increased in ou…
Education for diversity
This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including gove…
Engaging with the Disability Rights Movement
This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully …
Education in times of conflict and the invisibility of disability
Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to …
Disabled Children in Post-War Mozambique
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
Establishing the foundations for an inclusive education system in Iraq
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured …
Inclusions and Exclusions in Rural Tanzanian Primary Schools
This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal lear…
Deaf Learners’ Experiences in Malaysian Schools
The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically div…
Making sense of inclusive education in the Pacific region
This article is based on material collected in researching the viability of a regional network focused on the inclusion of children with disabilities in education in the Pacific region. It discusses the importance of balancing the international vision of a rights-based approach to education with indigenous inclusive values in the small and scattered Pacific island populations. A case study is analysed of the development of community-based inclusi…
Disabled Children in Post-War Mozambique
Engaging with the Disability Rights Movement
This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully …
Making Education for All inclusive
The Education for All and inclusive education debate
This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having ‘special educational needs’ or impairments and disabilities. The exclusion from ‘mainstream’ education programmes of the estimated, though unreliable, figures of 90 or 98% of children in Southern countries has, until relatively recently, be…
Engaging with teachers’ knowledge
Current efforts to ensure that every child completes a full cycle of primary education are hampered by chronic poverty and prolonged conflict in the South. It is estimated that 75 million children of primary age are out of school and that one‐third are disabled. This paper contrasts the exclusionary impact of the global digital and communication divide with the international rhetoric of Education for All. Access to information has increased in ou…
Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography
In this article I explore insights gained from participating in an exploratory, small-scale study led by the Enabling Education Network (EENET) in 17 schools in northern Zambia and five schools in Tanzania. Facilitating South-based research, while based in a Northern university, raises complex ethical issues about voice and control which are discussed in the article. The main aim of the study was to explore understandings of inclusive education a…
Including Deaf Children in Primary Schools in Bushenyi, Uganda
Bushenyi District Education Department in Uganda, east Africa, is supporting 123 deaf children registered in 14 units attached to primary schools—eight per cent of deaf children in Bushenyi. Yet fewer than two per cent of deaf children attend school in Uganda as a whole. The history of this ground-breaking, parent-led, yet government-funded, community-based initiative is explored in the light of global efforts to promote Education for All. It is …
Establishing the foundations for an inclusive education system in Iraq
This paper reports a national study on the prevalence of childhood disability designed to inform initiatives promoting improved school attendance by children with disabilities in Iraq. The study was commissioned by UNICEF, coordinated by the Council for Assisting Refugee Academics, and designed by academics in the UK in consultation with Iraqi academics and professionals. The mixed methods study included a major household survey, semi-structured …
Education for diversity
This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including gove…
Education in times of conflict and the invisibility of disability
Education has come to be a key focus of the humanitarian response of international agencies in countries affected by conflict, but disabled children tend to be excluded from these education initiatives. Yet the reconstruction process can provide governments with a unique opportunity to reassess the way they educate disabled children, and consider moving towards more inclusive educational approaches. Indeed, crises can be seen as opportunities to …
Photography in Educational Research
Making sense of inclusive education in the Pacific region
This article is based on material collected in researching the viability of a regional network focused on the inclusion of children with disabilities in education in the Pacific region. It discusses the importance of balancing the international vision of a rights-based approach to education with indigenous inclusive values in the small and scattered Pacific island populations. A case study is analysed of the development of community-based inclusi…
Inclusions and Exclusions in Rural Tanzanian Primary Schools
This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal lear…
Deaf Learners’ Experiences in Malaysian Schools
The Government of Malaysia has embraced international policy guidelines relating to disability equality, including the United Nations Convention on the Rights of Persons with Disabilities. Its aim is to ensure that 75% of children with disabilities are included in mainstream classrooms by 2025 as part of a wider agenda to eliminate discrimination against people with disabilities. Including deaf children on an equal basis in the linguistically div…
The contact zone
Issues of social justice associated with photography based educational research (PBER) are under-explored and under-theorised. In Part 1 of this paper, a practical synthesis of social justice in education is used to interrogate the purposes and processes of PBER, which then frames discussion of the particular affordances of images and the ethical issues involved. In Part 2, the ‘contact zone’ (Pratt, 1992 Pratt, M. L. (1992). Imperial Eyes: Trave…
Political science (14 works) · Sociology (14 works) · Pedagogy (8 works) · Inclusion (mineral (7 works) · Law (7 works) · Law (7 works) · Public relations (7 works) · Economic growth (6 works) · Social science (6 works) · Gender Studies (5 works)