The name of the rose: Inclusive values into action in teacher education |
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| Authors: | Tony Booth |
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| Institution: | (1) Faculty of Education, University of Cambridge, Cambridge, CB2 8PQ, UK |
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| Abstract: | This article considers the inclusive development of teacher education, drawing on changes made for the new edition of the
Index for Inclusion. It defines inclusion as putting inclusive values into action and sets out a values framework for education.
It critiques approaches to inclusion that are confined to the mainstream participation of children categorized as “having
special educational needs”. It suggests inclusive development as a heading for all compatible principled interventions in
schools but argues that having a singular approach to development is more important than the name it is given. It attempts
to fill a gap in thinking about inclusion by suggesting the structure for a values- and rights-based curriculum for schools.
It suggests that besides preparing teachers to promote inclusion in schools, teacher educators who wish to promote inclusion
from within universities and colleges must attempt to put inclusive values into action in the cultures, policies, and practices
of their own institutions. |
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