International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia?
Carrington, Suzanne B., Saggers, Beth, Adie, Lenore E., Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng, & Mu, Guanglun Michael (2015) International representations of inclusive education: How is inclusive practice reflected in the professional teaching standards of China and Australia? International Journal of Disability, Development and Education, 62(6), pp. 556-570.
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Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.
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|Item Type:||Journal Article|
|Additional Information:||Special Issue: Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies|
|Keywords:||Australia, China, Inclusive Education, Inclusive Practices, Policy, Professional Teaching Standards|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Deposited On:||29 Oct 2015 23:51|
|Last Modified:||01 Nov 2015 04:50|
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