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Direct linkNaraian, Srikala; Khoja-Moolji, Shenila – International Journal of Qualitative Studies in Education (QSE), 2016
Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing…
Descriptors: Public Schools, Inclusion, Teacher Attitudes, Teacher Responsibility
