Conflicting philosophies of inclusion: the contestation of knowledge in widening participation
This paper explores the conflicting philosophies within the widening participation debate. Two categories of inclusive educators are identified, 'meritocrats' and 'democrats'. Among the democratic educators, a subgroup, 'transformative' educators, exists, which seeks to...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2007-10-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460701661302 |
| _version_ | 1797896617870753792 |
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| author | Yanina Sheeran B. J. Brown Sally Baker |
| author_facet | Yanina Sheeran B. J. Brown Sally Baker |
| author_sort | Yanina Sheeran |
| collection | DOAJ |
| description | This paper explores the conflicting philosophies within the widening participation debate. Two categories of inclusive educators are identified, 'meritocrats' and 'democrats'. Among the democratic educators, a subgroup, 'transformative' educators, exists, which seeks to invoke changes
in society and the education system. The positions taken by some of these authors are weakened by their neglect of sociological theory. For the debate to progress and for inclusion to be successful, a renewed understanding of sociological theory is needed. This will help those contributing
to the debate to grasp fully the political and economic constraints on students and institutions that have limited inclusion. |
| first_indexed | 2024-04-10T07:45:40Z |
| format | Article |
| id | doaj.art-91cb0b686d4047ff9098818c73f1c903 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:45:40Z |
| publishDate | 2007-10-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-91cb0b686d4047ff9098818c73f1c9032023-02-23T10:49:19ZengUCL PressLondon Review of Education1474-84601474-84792007-10-01524926310.1080/14748460701661302Conflicting philosophies of inclusion: the contestation of knowledge in widening participationYanina SheeranB. J. BrownSally BakerThis paper explores the conflicting philosophies within the widening participation debate. Two categories of inclusive educators are identified, 'meritocrats' and 'democrats'. Among the democratic educators, a subgroup, 'transformative' educators, exists, which seeks to invoke changes in society and the education system. The positions taken by some of these authors are weakened by their neglect of sociological theory. For the debate to progress and for inclusion to be successful, a renewed understanding of sociological theory is needed. This will help those contributing to the debate to grasp fully the political and economic constraints on students and institutions that have limited inclusion.https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460701661302 |
| spellingShingle | Yanina Sheeran B. J. Brown Sally Baker Conflicting philosophies of inclusion: the contestation of knowledge in widening participation London Review of Education |
| title | Conflicting philosophies of inclusion: the contestation of knowledge in widening participation |
| title_full | Conflicting philosophies of inclusion: the contestation of knowledge in widening participation |
| title_fullStr | Conflicting philosophies of inclusion: the contestation of knowledge in widening participation |
| title_full_unstemmed | Conflicting philosophies of inclusion: the contestation of knowledge in widening participation |
| title_short | Conflicting philosophies of inclusion: the contestation of knowledge in widening participation |
| title_sort | conflicting philosophies of inclusion the contestation of knowledge in widening participation |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460701661302 |
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