000			03149cam a2200373 a 4500
005			20250918233757.0
008			140402s2012 enka b 001 0 eng
020			_a9780415603508 (hbk.) _cRM 477.97
020			_a0415603501 (hbk.)
020			_a9780415603515 (pbk.)
020			_a041560351X (pbk.)
039		9	_a201405060915 _bzaina _c201405051752 _dzaina _c201404281533 _dfakrul _y04-02-2014 _zfakrul
040			_aDLC _beng _cDLC _dYDX _dBTCTA _dUKMGB _dYDXCP _dCDX _dBWK _dBWX _dOCLCO _dCOO _dDEBBG _dOCLCO _dOCLCF _dP4I
090			_aLC4065.M457
090			_aLC4065 _b.M457
100	1		_aMessiou, Kyriaki.
245	1	0	_aConfronting marginalisation in education : _ba framework for promoting inclusion / _cKyriaki Messiou.
260			_aAbingdon, Oxon : _bRoutledge, _c2012.
300			_axii, 149 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references (p. [135]-142) and index.
520			_a'One of the key challenges facing schools today is that of reducing marginalisation amongst pupils in educational contexts. With a particular focus on primary school classrooms, Confronting Marginalisation in Education provides guidance and illustrative examples of the ways in which teachers can include all of their learners in the academic and social experiences they provide. This book offers a detailed focus on how the voices of learners can be used to reveal those children most likely to experience some kind of marginalisation and, in addition, to highlight issues that are related to the inclusion of all. These frequent vocal accounts are contextualised within an analytical framework that places particular emphasis on the importance of listening to children. In order to understand and, more importantly, address marginalisation through the views of children, Messiou therefore develops the text around a usable framework that consists of a unique four-step process: Step 1: Opening doors: Enabling voices to emerge Step 2: Looking closely: Bringing concerns to the surface Step 3: Making sense of the evidence: Sharing data with learners Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. This framework shows how the systematic collecting of evidence can ease the process of understanding, help tackle marginalisation, and promote inclusion in a way that can be incorporated into the daily work of practitioners. Importantly, the book focuses on all learners, including those that might experience marginalisation but whose voices might have not previously been heard'-- _cProvided by publisher.
650		0	_aChildren with social disabilities _xEducation.
650		0	_aChildren with social disabilities _xEducation (Primary).
650		0	_aInclusive education.
650		0	_aMarginality, Social.
907			_a.b15863062 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLC4065.M457
914			_avtls003555239
990			_azsz
991			_aFakulti Sains Sosial dan Kemanusiaan
998			_at _b2014-02-04 _cm _da _feng _genk _y0 _z.b15863062
999			_c566138 _d566138