In order to trouble the rhetoric of caring spaces like home that are taken for granted in schools, I consider how the western neoliberal subject remains tethered to normalcy in ways that sustain practices of conditional inclusion. My aim is to persist in questioning normalcy, while also endeavouring to reimagine distinctly different relational…

This study reports the design results of a developing model of social studies learning based on local wisdom. Learning design adapted to learning needs in elementary school. The presentation report contains the results of expert evaluation, teacher and student assessments and assessment of the results of the implementation of the product learning…

This article explores an international week in a Norwegian primary school from the perspective of the different participants. Such international weeks are typically organized in connection with the United Nations Day, to contribute towards the school's aims of inclusion and social justice. Whereas research literature has been critical towards such…

This paper addresses how inclusive education under collective culture is possible. Inclusive education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in inclusive education can be…

This article is a study of "Mosaic"--a piece of multilingual theatre-in-education designed to promote linguistically diverse practices in primary schools in Birmingham, United Kingdom. Focusing on the relatively uncharted territory of applied theatre as a means of promoting multilingualism, and challenging a culture of monolingual…

This research explored 10 young female Shi'i Muslim Arabic-Canadian students' experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi'is' experiences in schools…

Using a narrative autoethnographical approach, this article details the identity-related and social repercussions of my experiences as a former victim of social, verbal, and physical bullying in public Franco-Ontarian elementary (1986-1994) and high (1994-1999) schools. The highlighted experiences are more specifically correlated with social…

Currently, parental involvement research considers parents as individuals, and gives little consideration to them as a collective body, including how, as a group, they might influence each other. This study examined the influence of parent social norms on parents' home reading behaviour with their child. Two quasi-experiments conducted in two…

Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that…

Conventional wisdom sees education as a primary vehicle through which all people can graduate out of poverty. Education as an instrument of societal change is capable of facilitating a wide range of human rights. However, in many developing countries the education gap seems to be growing within schools in urban, rural and remote areas. The key…

This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…

Most people, school teachers and children included, are altogether too sure about what gender is: there are two "opposite" sexes, man and woman, and gender is the inevitable categorical expression of natural sex. Like all commonsense views, however, the gender binary has been socially constructed through normalising discourses that frame…

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

This paper gives prominence to rural teachers' own accounts of gender in three co-educational primary schools in Lesotho. The paper employs the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (observations and informal discussions), it discusses factors that inform teachers' constructions of gender and…

The paper is based on a research project that sought to understand schools' behaviour management strategies from the perspective of students who had the most experience of them. It focuses on the contrasting ways in which teacher and student subjectivities are framed and positioned within the discourse. It considers how student accounts were…