Investigating inclusive practice in international schooling
A case study of two schools
Bibliographic Data
| ID | 21726418 |
|---|---|
| Authors | Hendra Y Agustian (0000-0003-2792-3035, University of Copenhagen, corresponding author) |
| Year | 2021 |
| Volume | 20 |
| Issue | 3 |
| Pages | 226-241 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in International Education (JOURNAL) |
| Journal identifiers | ISSN: 1475-2409 • E-ISSN: 1741-2943 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14752409211059274 |
| OpenAlex | W3216881117 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies
Citizenship · Higher education · Inclusion–exclusion principle · International education · International school · Pedagogy · Political science · Politics · Qualitative research · Rhetoric · Social science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Tourism, Volunteerism, and Development
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Promoting inclusivity in Western Australian schools
Guiding schools on their journey towards inclusion
Moving towards an educational policy for inclusion? Main reform stages in the development of the Norwegian unitary school system
Coming to terms with ‘double knowing’
Inclusion
A case study of inclusive school development
World Bank education policy
The crisis of international education
Full inclusion as disclosing tablet
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |