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Notes for further reading
Overview
This list of suggested readings follows up the ideas about social inclusion and social justice presented in Reflective Teaching Chapter 15. The readings explore influences on children’s and teachers’ attitudes and are grouped according to the categories presented in the chapter as ‘dimensions of difference’: disability and special needs, gender, race, social class, age and sexuality. It is important to recognise that many of these categories overlap and are grouped in this way simply as means of organising the resources. We also include readings to provoke reflection on the challenges that you are likely to confront in aiming for socially inclusive policies and practices in the classroom.
Section 1: Influences on children’s attitudes
Firstly we present books of overall interest:
Three that provide an overview of the main theoretical influences on thinking about inclusive education are:
Clough, P. & Corbett, J. (2000) Theories of Inclusive Education: A Student’s Guide, Paul Chapman Publishing.
Topping, K. and Maloney, S. (2004) The RoutledgeFalmer Reader in Inclusive Education, London: Routledge Falmer.
Nutbrown, C. and Clough, P. (2006) Inclusion in the Early Years, London: Paul Chapman Publishing.
The following book edited by Cole looks at five equality issues covering gender, race, sexuality, disability and social class:
Cole. M. (2006) Education, Equality and Human Rights. Issues of Gender, Race, Sexuality, Disability and Social Class, Abingdon: Routledge.
A very insightful practical account of developing equal opportunities practices in primary school classrooms is:
Griffiths, M. and Davies, C. (1995) In Fairness to Children, London: David Fulton.
Patricia Potts presents detailed case studies, researched in the city of Birmingham, in order to relate inclusion to key issues such as faith schools and their communities, and single sex education:
Potts, P. (2002) Inclusion in the City, London: RoutledgeFalmer.
For more general reviews of common processes of interaction within schools and classrooms which can lead to social differentiation, see:
Woods, P. (1983) Sociology and the School, London: Routledge & Kegan Paul.
Lynch, K. and Lodge, A. (2002) Equality and Power in Schools, London: RoutledgeFalmer.
Vlachou, A.D. (1997) Struggles for Inclusive Education: an ethnographic study, Buckingham: Open University Press.
The Centre for Inclusive Education has a campaigning research and practitioner focused web site:
http://inclusion.uwe.ac.uk/csiehome.htm
Section 2: Dimensions of Difference
Specific treatment of particular issues, relating to the dimensions of difference presented in this chapter, is provided in the following range of suggestions. The readings you see recommended here are intended to give you a taste of the increasingly large bodies of literature currently available within each category.
We commence with some suggestions relating to disability and special educational needs which offer practical support to professionals as well as providing the policy background tracking the change from segregated education of children with special needs to integration and inclusion:
Alur, M., & Hegarty, S. (2002) Education and Children with Special Needs: From Segregation to Inclusion, Paul Chapman Publishing.
Frederickson, N. & Cline, T. (2002) Special Educational Needs, Inclusion and Diversity: A Textbook, Paul Chapman Publishing.
Tilstone, C. & Rose, R. (2002) Strategies to Promote Inclusive Practice, London: RoutledgeFalmer.
Barton, L. (ed) (2001) Disability, Politics and the Struggle for Change, London: David Fulton.
The following book examines the portrayal of disability in children’s fiction and aims to provide a framework for teaching children how to understand and cope with disability:
Saunders, K. (2000) Happy Ever Afters: A Storybook Guide to Teaching Children about Disability, Stoke-on-Trent: Trentham.
Innovative perspectives are provided in the two following recent publications:
Croll, P. & Moses, D. (2000) Special Needs in the Primary School, London: Cassell.
Thomas, G. & Loxley, A. (2001) Deconstructing Special Education and Constructing Inclusion, Buckingham: Open University Press.
Other related publications are:
Wolfendale, S. (1992) Primary Schools and Special Needs, London: Cassell.
Croll, P. and Moses, D. (1985) One in Five: The Assessment and Incidence of Special Educational Needs, London: Routledge and Kegan Paul.
Ainscow, M. (1991) Effective Schools for All, London: David Fulton.
Evans, J., Lunt, I. and Wedell, K. (1992) Special Needs and the 1988 Act, London: Cassell.
Vulliamy, G. and Webb. R. (1992) Teacher Research and Special Educational Needs, London: David Fulton.
Westwood, P. (2002) Commonsense Methods for Children with Special Needs, London: RoutledgeFalmer.
Orelove, F.P. , Sobsey, D. and Silberman, R.K. (2004) Educating Children with Multiple Disabilities. A Collaborative Approach, London: Brookes.
Bodner-Johnson, B. and Sass-Lehrer, M. (2003) The Young Deaf or Hard of Hearing Child, London: Brookes.
Relevant organisations and their web sites:
The DfES web site for Special Educational Needs is http://www.dfes.gov.uk/sen/
The National Asociation for Special Educational Needs is http://www.nasen.org.uk/mainpg.htm
SKILL, the National Bureau for Students with Disabilities, is currently up-dating a publication entitled 'Into Teaching' which explores teaching career opportunities for people with disabilities.
Two recent DfES guidance documents for SEN professionals, focusing on the provision of family-centred services:
DfES and DOH, (2003) Developing Early, DfES web site.
DfES and RNID, (2003) Together from the Start, DfES web site.
The following research briefing from the TLRP is also of crucial relevance:
TLRP (2004) Research Briefing No. 6: The devlopment of inclusive practices in schools: Through what processes can schools become more inclusive? www.tlrp.org
Next we suggest a number of readings on gender. First, a number of classic texts:
Delamont, S. (1990) Sex Roles and the School, London: Routledge.
Walkerdine, V. (1988) The Mastery of Reason, London: Routledge.
Golombok, S. and Fivush, R. (1994) Gender Development, Cambridge: Cambridge University Press.
Francis, B. and Skelton, C. (2001) Investigating Gender. Contemporary perspectives in education, Buckingham: Open University Press.
Other related publications are:
Francis, B. (2000) Boys, Girls and Achievement, Addressing the Classroom Issues, London: RoutledgeFalmer.
Evans, T. (1988) A Gender Agenda: A Sociological Study of Teachers, Parents and Pupils in their Primary Schools, Sydney: Allen and Unwin.
Ashley, M. and Lee, J. (2003) Women Teaching Boys. Caring and working in the primary school, Stoke-on-Trent: Trentham.
Osler, A. (2003) Girls and Exclusion. Rethinking the agenda. London: RoutledgeFalmer.
Arnot, M. and Mac an Ghaill, M. (2006) The RoutledgeFalmer Reader in Gender and Education, London: RoutledgeFalmer.
A particular focus on boys' education, and increasing research interest in masculinities in schools, has given rise to a number of recent publications. Some of these argue strongly that this new focus must not undermine improvements in girls' achievements. See:
Skelton, C. (2001) Schooling the Boys. Masculinities and Primary Education, Buckingham: Open University Press.
Noble, C. & Bradford, W. (2000) Getting it Right for Boys ..and Girls, London: RoutledgeFalmer.
Cruddas, L. and Haddock, L. (2003) Girls' Voices. Supporting girls' learning and emotional devlopment, Stoke-on-Trent: Trentham.
Jackson, C. (2006) Lads and Ladettes in School, Maidenhead, Open University Press.
Thornton, M. and Bricheno, P. (2006) Missing Men in Education, Stoke-on-Trent: Trentham.
A particlar concern with gender during the early years of school and lower primary age group is evident in:
Lloyd, B. and Duveen, G. (1992) Gender Identities and Education: The Impact of Starting School, London: Harvester Wheatsheaf.
Browne, N. and France, P. (1986) Untying the Apron Strings, Buckingham: Open University Press.
Davies, B. (1993) Shards of Glass: Children Reading and Writing Beyond Gendered Identities, Sydney: Allen and Unwin.
Yelland, N. (1998) Gender in Early Childhood, London: Routledge.
Connolly, P. (2004) Boys and Schooling in the Early Years, London: RoutledgeFalmer.
Two books written by teachers about their pupils’ perspectives on gender are:
Gallas, K. (1998) ‘Sometimes I can be Anything’: Power, Gender and Identity in a Primary Classroom, London: Teachers College Press.
Paley Gussin, V. (1984) Boys and Girls. Superheroes in the Doll Corner, Chicago: University of Chicago Press.
Another book with a strong emphasis on pupils' own gender experiences is:
Francis, B. (1998) Power Plays: Primary School Children’s Constructions of Gender, Power, and Adult Work, Stoke-on-Trent: Trentham.
Two books concerned with gender and management in schools:
Coleman, M. (2002) Women as Headteachers: Striking the Balance, Stoke-on-Trent: Trentham.
Drake, P. & Owen, P. (1998) Gender and Management Issues in Education: An International Perspective. Stoke-on-Trent: Trentham.
The following book by Myers and colleagues aims to help schools address gender equality issues:
Myers, K. , Adler, S., Leonard, D. and Taylor, H. (2007) Genderwatch: still watching, Stoke-on-Trent: Trentham.
For a research-based investigation into children’s literacy habits, both at home and in school, that identifies an association between gender roles and attitudes to reading and writing see:
Millard, E. (1997) Differently Literate. Boys, Girls and the Schooling of Literacy, London: Falmer.
The third ‘dimension of difference’ discussed in Chapter 15 is that of race. There is an increasingly large volume of relevant literature of which the following are just a selection. The first suggestion provides a fascinating account of the perspectives and social relationships of young children, also incorporating a gender perspective, whilst the second presents a collection of contributions from experts on the relationship between racism and education. Other suggestions included here aim to discuss key issues of race, racism and identity in school and in the curriculum and also to offer practical steps that schools can take to make themselves more inclusive and raise the achievements of pupils from ethnic minorities:
Connolly, P. (1998) Racism, Gender & Identities of Young Children: Social Relations in a Multi-ethnic, Inner-city Primary School, London: Routledge.
Griffiths, M. and Troyna, B. (1995) Antiracism, Culture and Social Justice in Education, Stoke-on-Trent; Trentham.
Brown, C., Barnfield, J., and Stone, M. (1995) Spanner in the Works: Education for Racial Equality and Social Justice in White Schools, Stoke-on-Trent: Trentham.
Richardson, R. and Wood, A. (1999) Inclusive Schools, Inclusive Society: Race and Identity on the Agenda, Stoke-on-Trent: Trentham.
Troyna, B. and Hatcher, R. (1991) Racism in Children's Lives: A Study of Mainly White Primary Schools, London: Routledge. (Reading 15.8)
Wright, C. (1992) Race Relations in the Primary School, London: David Fulton.
Dadzie, S. (2000) Toolkit for Tackling Racism in Schools, Stoke-on-Trent: Trentham.
Nehaul, K. (1996) The Schooling of Children of Caribbean Heritage, Stoke-on-Trent; Trentham.
Williams, D. (2009) Mixed Matters: White/Black Pupils and their schooling, Stoke-on-Trent: Trentham
Elton-Chalcraft, S. (2009) It's Not Just About Black and White Miss: Children's Awarenes of Race, Stoke-on-Trent: Trentham.
The following books discuss approaches to bringing about changes in the cultures of classrooms, schools and their wider communities:
Epstein, D. (1993) Changing Classroom Cultures: Anti-racism, Politics and Schools, Stoke-on-Trent: Trentham Books.
Grugeon, E. and Woods, P. (1990) Educating All: Multicultural Perspectives in the Primary School, London: Routledge.
Massey, I. (1991) More Than Skin Deep: Developing Multicultural Education in Schools, London: Hodder and Stoughton.
Nieto, S. (1999) The Light in their Eyes: Creating Multicultural Learning Communities, Stoke-on-Trent: Trentham.
Issa and Williams provide an insight into community schools and Saturday schools, complementary schooling for black communities and bilingual children:
Issa, T. and Williams, C. (2008) Realising Potential: complementary schools in the UK, Stoke-on-Trent: Trentham.
Here are two readings that discuss the raising of achievement among minority ethnic pupils with a particular emphasis on bilingual teaching and developing multiculturalism:
Gardner, P. (2002) Strategies and Resources for Teaching and Learning in Inclusive Classrooms, London: David Fulton.
Wrigley, T. (2000) The Power to Learn. Stories of success in the education of Asian and other bilingual pupils,
Three recent books have responded to concerns about the education of refugee children and children of asylum seekers:
Rutter, J.( 2004) Refugee Children in the UK, Maidenhead: Open University Press.
Rutter, J. (2003) Supporting Refugee Children in 21st Century Britain: a compendium of essential information (New and Revised Edn.), Stoke-on-Trent: Trentham.
Cohen, S.(2003) No-One is Illegal: immigration control and asylum, Stoke-on-Trent: Trentham.
OFSTED inspections incorporate a focus on the achievements of minority ethnic pupils, and since the Stephen Lawrence case, they now monitor how schools tackle racism. Read the following report and then the book by Osler and Morrison which discusses OFSTED's strengths and weaknesses in carrying out this responsibility:
OFSTED (1999) Raising the Attainment of Minority Ethnic Pupils. School and LEA Responses, London: OFSTED Publications Centre.
Osler, A. and Morrison, M. (2000) Inspecting Schools for Race Equality. OFSTED's strengths and weaknesses, Stoke-on-Trent: Trentham.
Two recent DfES initiatives and their related publications are also of relevance to this section. In conjunction with the National Children's Bureau the DfES have produced a report which represents the views of minority ethnic pupils on the education system and their suggestions for improvements. The department also have a consultation document on strategies for raising the achievement of ethnic minority children:
DfES (2003) Minority Ethnic Attainment and Participation in Education and Training: The Evidence, DfES Publications.
DfES, (2003) Aiming High: Raising the Achievement of Minority Ethnic Pupils: Summary of responses, DfES web site.
The new Race Directive has been implemented since July 2003. A useful document, 'Changes to the law against racial discrimination', is available from the Home Office and explains key changes, including those of relevance to education such as changes in the definition of discrimination and harassment.
Relevant web sites:
http:www.britkid.org/ This is a new teaching resource for dealing with issues of multicultural education.
http://www.runnymedetrust.org/ The Runnymede Trust have a mission 'to create a society where shared identity and a common sense of belonging go hand in hand with a love of diversity'
http://www.cre.gov.uk/ The site for the Commission for Racial Equality.
http://www.antiracist.org.uk/ A further resource for teachers
Fourthly we suggest further readings relating to the category of social class. A comprehensive account of social class advantages and disadvantages, reaching beyond the classroom, is presented in:
Reid, I. (1998) Class in Britain, Cambridge: Polity.
A recent book examining how patterns of class advantage are reproduced is:
Ball, S. (2002) Class Strategies and the Education Market. The Middle Classes and Social Advantage, London: RoutledgeFalmer.
Others are:
Reay, D. (1998) Class Work: Mother’s Involvement in Children’s Schooling, London: University College Press.
Jackson, B. (1964) Streaming: An Education System in Miniature, London: Routledge and Kegan Paul.
Ireson, J. and Hallam, S. (2001) Ability Grouping in Education, London: Paul Chapman.
Sharp, R. and Green, A. (1975) Education and Social Control, London: Routledge and Kegan Paul.
King, R. (1978) All Things Bright and Beautiful, Chichester: Wiley.
Lareau, A. (1989) Home Advantage: Social Class and Parental Intervention in Elementary Education, London: Falmer.
Reid, I. (1989) Social Class Differences in Britain: Life Chances and Life Styles, London: Fontana.
The following two books provide a good basis for exploring sexuality as a dimension of difference for both teachers and pupils in schools. The first suggestion provides a wider educational context as it includes Higher Education settings as well as schools. The second is based on interviews with pupils and in-service teachers providing an analysis of the links between gender and sexuality and their influence on school processes.
Epstein, D., O’Flynn, S. and Telford, D. (2002) Silenced Sexualities in Schools and Universities, Stoke-on-Trent: Trentham.
Kehily, M.J. (2002) Sexuality, Gender and Schooling. Shifting Agendas in Social Learning, London: RoutledgeFalmer.
Renold, E. (2004) Girls, Boys and Junior Sexualities, London: RoutledgeFalmer.
We do want to emphasise that the six dimensions of difference presented above are not discrete categories. Increasingly researchers emphasise the ways that the social disadvantages associated with each category may be compounded by the disadvantages associated with another. Some examples of this are:
Shain, F. (2003) The Schooling and Identity of Asian Girls, Stoke-on-Trent: Trentham.
Plummer, G. (2000) Failing Working Class Girls, Stoke-on-Trent: Trentham.
Sewell, T. (1997) Black Masculinities and Schooling. How Black boys survive modern schooling, Stoke-on-Trent: Trentham.
Archer, L. (2003) Race, Masculinity and Schooling, Maidenhead: Open University Press.
Section 3: Policy and practice for inclusion and social justice
The following books examine practical strategies and policies:
Booth, T., Nes, K. and Stromstad, M. (2003) The Challenge of Inclusion, London: RoutledgeFalmer
Corson, D. (1998) Changing Education for Diversity, Paul Chapman Publishing.
Corbett J. (2001) Supporting Inclusive Education: A Connective Pedagogy, London: RoutledgeFalmer.
Clough, P. (ed.) (1998) Managing Inclusive Education, Paul Chapman Publishing.
Leicester, M. (2003) Stories for Inclusive Schools: Developing Young Pupils' Skills in Assembly and the Classroom, London: RoutledgeFalmer.
Richardson, R. and Wood, A. (1999) Inclusive Schools, Inclusive Society: Race and Identity on the Agenda, Stoke-on-Trent: Trentham.
Loreman, T., Deppeler, J. and Harvey, D. (2004) Inclusive Education. A Practical Guide to Supporting Diversity in the Classroom, London: RoutledgeFalmer.
Rose, R. (2006) Making Inclusion Happen. A Practical Guide, London: Paul Chapman Publishing.
Karten, T.J. (2004) Inclusion Strategies that Work! Research-Based Methods for the Classroom, London: Paul Chapman Publishing.
McNary, S.J., Glasgow, N.A., and Hicks, C. (2005) What Successful Teachers Do in Inclusive Classrooms, London: Paul Chapman Publishing.
For a discussion of the ways in which children’s social, moral and cultural development can be promoted through debate and a critical appraisal of citizenship with regard to issues of social inclusion see:
Holden, C. & Clough, N. (eds.) (1988) Children as Citizens; Education for Participation, London. Jessica Kingsley.
A book that invites teachers to rethink what they know about social justice is:
Gale, T. & Densmore, K (2000) Just Schooling: Explorations in the Cultural Politics of Teaching, Buckingham: Open University Press.
In addition:
SEN Code of Practice (2001), DfES.
The most up-to-date version of SEN Code of Practice which came into force in January 2002 includes new rights and duties introduced by the SEN and Disability Act 2001 and regulations. It is available from DfES publications, through web site www.dfes.gov.uk/sen/schools/. Or it can be ordered by phone: 0845 602 2260.
Other web sites:
Royal National Institute for the Blind (NIB): http://www.rnib.org.uk/
Royal National Institute for the Deaf. (RNID) For deaf and hard of hearing: http://www.rnid.org.uk/
The Dyslexia institute: http://www.dyslexia-inst.org.uk/
The National Children's Deaf Society (NCDS) http://www.ndcs.org.uk/
The Social Exclusion Unit (SEU) http://www.socialexclusionunit.gov.uk/
SCOPE. The disability organisation concerned with cerebral palsy. http://www.scope.org.uk/
The Equal Opportunites Commission (EOC) http://www.eoc.org.uk/
Books of general interest relating to this chapter
Phillips, R. and Furlong, J. (eds) (2001) Education, Reform and the State: Twenty-Five Years of Politics, Policy and Practice, London: RoutledgeFalmer.
Pomeroy, E. (2000) Experiencing Exclusion, Stoke-on-Trent: Trentham.
Richardson, R. and Miles, B. (2002) Equality Stories: Recognition, Respect and Raising Achievement, Stoke-on-Trent: Trentham.
Billington, T. and Pomerantz, M. (2004) Children at the Margins: supporting children, supporting schools, Stoke-on-Trent: Trentham.
Regarding the social consequences of classroom practices in primary schools, the following books provide case-study illustrations:
Lubeck, S. (1985) Sandbox Society, London: Falmer Press.
Pollard, A. (1985) Social World of the Primary School, London: Cassell.
Hartley, D. (1985) Understanding the Primary School, London: Croom Helm.
Two recent titles relating to gypsy and traveller children:
O'Hanlon, C. and Holmes, P. (2004) The Education of Gypsy and Traveller Children, Stoke-on-Trent: Trentham.
Tyler, C. (2004) Traveller Education: accounts of good practice, Stoke-on-Trent: Trentham.
An additional 'dimension of difference' is religion. Two books concerned with meeting the needs of pupils from specific religous groups are:
Parker-Jenkins, M. (1995) Children of Islam. A teachers' guide to meeting the needs of Muslim pupils, Stoke-on-Trent: Trentham.
Jackson, E. and Nesbitt, E. (1995) Hindu Children in Britain, Stoke-on-Trent: Trentham.
And two recent books concerned with 'Islamophobia':
Richardson, R. (2004) Islamophobia - issues, challenges and action: a report by the Runneymede Commisssion on British Muslims and Islamophobia, Stoke-on-Trent: Trentham.
Driel van, B. (2004) Confronting Islamophobia in Educational Practice, Stoke-on-Trent: Trentham.
Increasingly, social inclusion policies are recognising the needs of gifted, able and talented pupils. Relevant books are:
Winstanley, C. (2004) Too Clever by Half: a fair deal for gifted children, Stoke-on-Trent: Trentham.
Gross, M. (2003) Exceptionally Gifted Children. 2nd edition, London: RoutledgeFalmer.
Smith, C. (2005) Teaching Gifted and Talented Pupils in the Primary School, London: Paul Chapman Publishing.
Sutherland, M. (2005) Gifted and Talented in the Early Years, London: Paul Chapman Publishing.
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