Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?
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| Title: | Including Psychology in Inclusive Pedagogy: Enriching the Dialogue? |
|---|---|
| Alternate Title: | Incluyendo la Psicología en la Pedagogía Inclusiva: ¿Un Diálogo Enriquecido? |
| Authors: | Kershner, Ruth1 rsk21@cam.ac.uk |
| Source: | International Journal of Educational Psychology. 2016, Vol. 5 Issue 2, p112-139. 28p. |
| Subject Terms: | *Inclusive education, *Dialogue, *Children's rights, *Standardized tests, *Psychological research, Scientific method, Psychology |
| Abstract (English): | Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through 'scientific' method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers' other references to classroom practice, children's rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La inclusión educativa es un campo de estudio complejo, que requiere de una buena comunicación y diálogo de todos los implicados. Hasta cierto punto, la psicología ha sido marginalizada de estos diálogos educativos. Esto se debe, en parte, a la percepción de que la tradición de evaluación psicológica estandarizada ha servido a la segregación educacional de ciertos individuos y grupos. Hay quienes dudan de la agenda de investigación que pretende analizar la experiencia y educación humanas mediante el método "científico" en psicología. En este artículo, discuto la relación entre inclusión educativa, diálogo y psicología, poniendo el foco en los aspectos dialógicos de una pedagogía inclusiva. En el estudio participó un grupo de ocho profesores en sus primeros años de ejercicio docente en escuelas primarias de Inglaterra. Específicamente, analizo la forma en que se los docentes se refieren a la pedagogía inclusiva al comienzo de un proyecto de investigación en el área, de un año de duración. Sus conversaciones sugieren una fuerte presencia de pensamiento psicológico, además de referencias a prácticas de aula, derechos del niño e identidades sociales. Las conclusiones apuntan a la necesidad de incluir el heterogéneo campo de la psicología en los diálogos acerca de inclusión educativa. A su vez, aparece la necesidad de considerar nuevas formas de psicología para la inclusión educativa. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 116941268 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Including Psychology in Inclusive Pedagogy: Enriching the Dialogue? – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Incluyendo la Psicología en la Pedagogía Inclusiva: ¿Un Diálogo Enriquecido? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kershner%2C+Ruth%22">Kershner, Ruth</searchLink><relatesTo>1</relatesTo><i> rsk21@cam.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Psychology%22">International Journal of Educational Psychology</searchLink>. 2016, Vol. 5 Issue 2, p112-139. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogue%22">Dialogue</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+rights%22">Children's rights</searchLink><br />*<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+research%22">Psychological research</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+method%22">Scientific method</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through 'scientific' method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers' other references to classroom practice, children's rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La inclusión educativa es un campo de estudio complejo, que requiere de una buena comunicación y diálogo de todos los implicados. Hasta cierto punto, la psicología ha sido marginalizada de estos diálogos educativos. Esto se debe, en parte, a la percepción de que la tradición de evaluación psicológica estandarizada ha servido a la segregación educacional de ciertos individuos y grupos. Hay quienes dudan de la agenda de investigación que pretende analizar la experiencia y educación humanas mediante el método "científico" en psicología. En este artículo, discuto la relación entre inclusión educativa, diálogo y psicología, poniendo el foco en los aspectos dialógicos de una pedagogía inclusiva. En el estudio participó un grupo de ocho profesores en sus primeros años de ejercicio docente en escuelas primarias de Inglaterra. Específicamente, analizo la forma en que se los docentes se refieren a la pedagogía inclusiva al comienzo de un proyecto de investigación en el área, de un año de duración. Sus conversaciones sugieren una fuerte presencia de pensamiento psicológico, además de referencias a prácticas de aula, derechos del niño e identidades sociales. Las conclusiones apuntan a la necesidad de incluir el heterogéneo campo de la psicología en los diálogos acerca de inclusión educativa. A su vez, aparece la necesidad de considerar nuevas formas de psicología para la inclusión educativa. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17583/ijep.2016.2109 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 112 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Dialogue Type: general – SubjectFull: Children's rights Type: general – SubjectFull: Standardized tests Type: general – SubjectFull: Psychological research Type: general – SubjectFull: Scientific method Type: general – SubjectFull: Psychology Type: general Titles: – TitleFull: Including Psychology in Inclusive Pedagogy: Enriching the Dialogue? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kershner, Ruth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 20143591 Numbering: – Type: volume Value: 5 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Educational Psychology Type: main |
| ResultId | 1 |
