Jackie Ravet
Biographic Data
| ID | 6327853 |
|---|---|
| NAME | Jackie Ravet |
| GIVEN NAMES | Jackie |
| FAMILY NAME | Ravet |
| SIGNATURE | RAVET J |
| AFFILIATIONS | University of Aberdeen |
| ORCID | 0000-0002-5159-0077 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia
The reciprocal ‘more knowledgeable other’ (MKO) enabled mutual knowledge exchange. • The collective ‘zone of proximal development’ enabled joint problem-solving. • Communication adaptations eased the language processing burden enabling inclusion. • Western research orthodoxies and funding conditionalities are an ongoing challenge. This paper presents a critique of intercultural research in the context of a study of Educational Inclusion in Rural …
Educational inclusion in resource-constrained contexts
But how do I teach them?’
Many teachers are prepared for professional practice by attending Initial Teacher Education (ITE) courses in universities across the world. Under UK legislation, this preparation must equip teachers to address the needs of all children in mainstream classrooms, including learners on the autism spectrum – but does it? In this paper, I will critically explore this question by examining the findings of a research study focusing on a four-year ITE pr…
Delving deeper into the black box
This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about l…
Inclusive/exclusive? Contradictory perspectives on autism and inclusion
This paper explores some of the tensions that frequently arise in debates about inclusion and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their best to support learners on the spectrum in inclusive classrooms, and does much harm to the inclusion pr…
Making sense of disengagement in the primary classroom
This paper is based upon the findings of an interpretative, school‐based study of pupil, teacher and parent perceptions of disengagement within the primary classroom. It examines how pupil and parent perceptions support or challenge professional discourses about pupil behaviour, raising questions about the nature of disengagement and the intervention strategies used to manage it. The central finding of the study is that pupil, teacher and parent …
Inclusive/exclusive? Contradictory perspectives on autism and inclusion
This paper explores some of the tensions that frequently arise in debates about inclusion and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their best to support learners on the spectrum in inclusive classrooms, and does much harm to the inclusion pr…
But how do I teach them?’
Many teachers are prepared for professional practice by attending Initial Teacher Education (ITE) courses in universities across the world. Under UK legislation, this preparation must equip teachers to address the needs of all children in mainstream classrooms, including learners on the autism spectrum – but does it? In this paper, I will critically explore this question by examining the findings of a research study focusing on a four-year ITE pr…
Making sense of disengagement in the primary classroom
This paper is based upon the findings of an interpretative, school‐based study of pupil, teacher and parent perceptions of disengagement within the primary classroom. It examines how pupil and parent perceptions support or challenge professional discourses about pupil behaviour, raising questions about the nature of disengagement and the intervention strategies used to manage it. The central finding of the study is that pupil, teacher and parent …
Educational inclusion in resource-constrained contexts
Making sense of disengagement in the primary classroom
This paper is based upon the findings of an interpretative, school‐based study of pupil, teacher and parent perceptions of disengagement within the primary classroom. It examines how pupil and parent perceptions support or challenge professional discourses about pupil behaviour, raising questions about the nature of disengagement and the intervention strategies used to manage it. The central finding of the study is that pupil, teacher and parent …
Inclusive/exclusive? Contradictory perspectives on autism and inclusion
This paper explores some of the tensions that frequently arise in debates about inclusion and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their best to support learners on the spectrum in inclusive classrooms, and does much harm to the inclusion pr…
Delving deeper into the black box
This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about l…
But how do I teach them?’
Many teachers are prepared for professional practice by attending Initial Teacher Education (ITE) courses in universities across the world. Under UK legislation, this preparation must equip teachers to address the needs of all children in mainstream classrooms, including learners on the autism spectrum – but does it? In this paper, I will critically explore this question by examining the findings of a research study focusing on a four-year ITE pr…
Educational inclusion in resource-constrained contexts
Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia
The reciprocal ‘more knowledgeable other’ (MKO) enabled mutual knowledge exchange. • The collective ‘zone of proximal development’ enabled joint problem-solving. • Communication adaptations eased the language processing burden enabling inclusion. • Western research orthodoxies and funding conditionalities are an ongoing challenge. This paper presents a critique of intercultural research in the context of a study of Educational Inclusion in Rural …
Pedagogy (6 works) · Psychology (6 works) · Sociology (5 works) · Developmental psychology (4 works) · Inclusion (mineral (4 works) · Medicine (4 works) · Autism (3 works) · Autism Spectrum Disorder Research (2 works) · Cambodian History and Society (2 works) · Computer Science (2 works)