Previous editions of the bestselling Deconstructing Special Education set a landmark for the understanding of inclusion. This completely re-written third edition continues in the tradition of critical analysis set by the first two editions and assesses how ideas and practice surrounding inclusion adapt to modern pressures and expectations. The new edition addresses: •The influence of intersectionality on the ways we think about special education and inclusion •Contemporary understandings of ‘mental health’ and how these affect the way that we think about behaviour at school •Changing understandings of ‘disability’ •The impact of research on the development of inclusion •Marketisation and its corrosive influence on inclusion •The impact of social media on children and young people •How spending on special needs impacts the development of inclusion The authors address these complex issues in an open and accessible way, making the book essential reading for a broad audience including students, teachers, educational psychologists, policymakers and researchers. “Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.” Melanie Nind, Professor of Education, University of Southampton, UK “Few books in the field of education merit the soubriquet 'must read'. This is one such." Philip Garner, Professor, Brunel University, UK “An absolute must-read for all of us committed to realising genuine inclusion within schools and society!” Jan Valle, The City College of New York, USA "Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail. This is a tour de force, a line in the sand for all successive work in the field of inclusive education." Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK Professor Gary Thomas is Emeritus Professor of Inclusion and Diversity at the School of Education, University of Birmingham, UK. Dr Andrew Loxley is an Associate Professor at the School of Education, Trinity College Dublin, Ireland.
In the second edition of this text, the authors critically examine the intellectual foundations of special education and consider the consequences on their influence for professional and popular thinking about learning difficulties.
This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.
This book explores the access and participation issues present within Higher Education in Ireland. It examines policy, pedagogy and practices in relation to widening participation and documents the progress and challenges encountered in furthering the ‘access agenda’ over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improving access to education strengthens social cohesion, lessens inequality, guarantees the future vitality of tertiary institutions and ensures economic competitiveness and flexibility in the era of the “Knowledge Based Economy”. Offering a coherent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself.
Interrogates the politics of difference and, closely entwined, the implication of 'the gaze', and explores the promising yet fractured ground on intercultural engagement.
This revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. “Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.” Melanie Nind, Professor of Education, University of Southampton, UK “Few books in the field of education merit the soubriquet 'must read'. This is one such." Philip Garner, Professor, Brunel University, UK “An absolute must-read for all of us committed to realising genuine inclusion within schools and society!” Jan Valle, The City College of New York, USA "Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail. This is a tour de force, a line in the sand for all successive work in the field of inclusive education." Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK
This book explores the access and participation issues present within Higher Education in Ireland. It examines policy, pedagogy and practices in relation to widening participation and documents the progress and challenges encountered in furthering the ‘access agenda’ over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improving access to education strengthens social cohesion, lessens inequality, guarantees the future vitality of tertiary institutions and ensures economic competitiveness and flexibility in the era of the “Knowledge Based Economy”. Offering a coherent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself.
This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.
Previous editions of the bestselling Deconstructing Special Education set a landmark for the understanding of inclusion. This completely re-written third edition continues in the tradition of critical analysis set by the first two editions and assesses how ideas and practice surrounding inclusion adapt to modern pressures and expectations. The new edition addresses: •The influence of intersectionality on the ways we think about special education and inclusion •Contemporary understandings of ‘mental health’ and how these affect the way that we think about behaviour at school •Changing understandings of ‘disability’ •The impact of research on the development of inclusion •Marketisation and its corrosive influence on inclusion •The impact of social media on children and young people •How spending on special needs impacts the development of inclusion The authors address these complex issues in an open and accessible way, making the book essential reading for a broad audience including students, teachers, educational psychologists, policymakers and researchers. “Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.” Melanie Nind, Professor of Education, University of Southampton, UK “Few books in the field of education merit the soubriquet 'must read'. This is one such." Philip Garner, Professor, Brunel University, UK “An absolute must-read for all of us committed to realising genuine inclusion within schools and society!” Jan Valle, The City College of New York, USA "Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail. This is a tour de force, a line in the sand for all successive work in the field of inclusive education." Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK Professor Gary Thomas is Emeritus Professor of Inclusion and Diversity at the School of Education, University of Birmingham, UK. Dr Andrew Loxley is an Associate Professor at the School of Education, Trinity College Dublin, Ireland.
Do our writings and our utterances reflect or describe our world, or do they intervene in it? Do they, perhaps, help to make it? If so, how? Within what limits, and with what implications? Contemporary theorists have considered the ways in which the languages we speak might be ‘performative’ in just this way, and their thinking on the topic has had an important impact on a broad range of academic disciplines. In this accessible introduction to a sometimes complex field, James Loxley: offers a concise and original account of critical debates around the idea of performativity traces the history of the concept through the work of such influential theorists as J. L. Austin, John Searle, Stanley Fish, Jacques Derrida, Paul de Man and Judith Butler examines the implications of performativity for fields such as literary and cultural theory, philosophy, performance studies, and the theory of gender and sexuality. emphasises the political and ethical implications that its most important theorists have drawn from the notion of performativity suggests ways in which major debates around the topic have obscured its alternative interpretations and uses. For students trying to make sense of performativity and related concepts such as the speech act, ‘ordinary language’, and iterability, and for those seeking to understand the place of these ideas in contemporary performance theory, this clear guide will prove indispensable. Performativity offers not only a path through challenging critical terrain, but a new understanding of just what is at stake in the exploration of this field.
One of the most important and controversial challenges feeing the international financial and trading system is the need for developing countries to meet their high and rapidly growing external debt obligations and foreign exchange requirements. Developing countries have suffered major shocks in the form of global recession, high real interest rates, weakened terms of trade, and rising protectionism against their exports. The International Monetary Fund, the World Bank, Western central banks, and private financial institutions are seeking to avoid a collapse of the international financial system, and developing countries are seeking to grow through increased trade and access to external financing. Yet the fragility of current international trade and monetary systems seriously threatens the achievement of both sets of objectives. Professor Loxley integrates the structural adjustment experience of Third World countries with the policies, practices, and relationships of external financial agents in his discussion of options for reforming policy and of the limitations inherent in implementing these reforms.
This book will constitute an original intervention into longstanding but insistently relevant debates around the significance of notions of ‘performativity’ to the critical analysis of early modern drama. In particular, the book aims to: show how the investigation of performativity can enable readings of Shakespeare and Jonson that challenge the dominant methodological frameworks within which those plays have come to be read; demonstrate that the thought of performativity does not come to rest in the simplicity of method or instrumentality, and that it resists its own claim that language and action might be understood as unproblematically instrumental; demonstrate that this self-resistance occurs or takes place as a moment in the process of articulating the claims of the performative, and that this process is itself in an important sense dramatic.
Practical Ideas for Teaching Primary Science is a fun and interactive guide which supports teachers to design and deliver enjoyable science lessons. Peter Loxley explores different scientific topics – from growing plants and nutrition to forces and magnetism – with an emphasis on story-telling and art to help children share their ideas and work collaboratively in the classroom. This practical guide uses a three-stage framework design to encourage and guide sociocultural practice across three levels: KS1 (5–7), lower KS2 (7–9) and upper KS2 (9–11). The ideas for practice are placed in engaging and significant contexts to encourage curiosity and enquiry and, most importantly, promote feelings of pleasure and satisfaction from science learning. Teachers are guided through hands-on puzzles and activities such as role-play and design and technology tasks both inside and outside of the classroom, with health and safety aspects highlighted throughout, to inspire children’s interest in how the world works from an early age and provide them with the skills to apply their new-found scientific thinking in other contexts. Extended subject knowledge to all topics covered in this book can be found in Teaching Primary Science. A companion website is available for both books. Features include: web links to external sites with useful teaching information and resources an interactive flashcard glossary to test students’ understanding Image bank with downloadable pictures for use in the classroom. Practical Ideas for Teaching Primary Science is an invaluable teaching resource for both trainee and qualified teachers.
Primary Science: Promoting positive attitudes to conceptual learningis a full colour, core textbook to support, inform and inspire anyone training to teach Science at primary level. This book is a new kind of text linking subject knowledge and pedagogy in one package, rather than treating them as separate entities. The text aims to encourage trainee teachers to teach scientific concepts in contexts which will inspire the children to look at the world in new and intriguing ways, rather than presenting it as a list of facts and definitions. Encouraging critical reflection and offering practical support, this book will help trainee teachers to overcome negative attitudes to Science. The two part structure of the book first presents insights into the nature of science and science education, exploring issues such as the value and purpose of teaching Science in the primary school and the value of scientific enquiry. It then moves on to cover subject knowledge, relating it to pedagogy.
The desert island has been one of the powerful and insistent motifs in British literature and this book deals with the reproduction of the desert island myth during the era of high imperialism in 19th century Britain. The book examines a series of works from Defoe to Stevenson.
English literary history has long incorporated the category of 'Cavalier' verse, and the critical presuppositions that have shaped such a category continue, even now, to determine the ways in which much civil war writing is read. Through a detailed study of both manuscript and printed texts, James Loxley arrives at an account of the interaction between poetry and royalist political activity which for the first time presents a sustained and coherent challenge to such presuppositions.
The 2008 financial crisis and its subsequent economic impacts generated a challenge for national and regional governments across the world. From this economic ruin, the Social Impact Bond (SIB) was born as an alternative mechanism for government procurement and delivery of social public services. Social Service, Private Gain examines the evolution of SIBs, how they work, their theoretical motivation, and their global proliferation. The book critically assesses the potential of SIBs to constructively contribute to solving the multifaceted social challenges emerging from a context of entrenched and growing inequality. Claiming to bring incremental resources to the rescue, SIBs have taken up disproportionate space with new legislation, policy, subsidies, institutional supports, lobbyists, and "intermediaries" facilitating SIBs and thriving on their associated transaction costs. Drawing on mainstream and heterodox economic theory, practical case studies, and empirical data, Jesse Hajer and John Loxley generate new insights based on the limited but still suggestive publicly available data on SIB projects. Challenging the assumptions and narratives put forward by proponents of the model, they offer practical policy recommendations for SIBs and explain what the model tells us about the potential for transformational change for the better.
Loxley examines the impact of globalization on different countries and regions. Changing patterns of trade, industrialization, debt, aid and other financial flows are analysed as is the debate about structural adjustment programs. Four recent developments likely to have major implications for North-South relations are identified; efforts to reduce the US deficit; the emergence of regional trading blocs; the implementation of the Uruguay Round of GATT; and the collapse of the Soviet Union. Finally, the likely impact on North-South relations of pursuing alternative paradigms to economic growth is examined.
Public private partnerships in which the private sector takes on roles previously carried out by the public sector have been heavily promoted in the provision of infrastructure throughout the world, but especially in the UK, the USA and Canada. In Ideology Over Economics, economist John Loxley examines the expansion of P3s following the 2008 global financial crisis, when corporations responded to the crisis by lobbying governments for financial assistance and austerity governments responded by expanding financial resources for P3s. For many governments, the rationale for using P3s lies in the state manufactured fiscal crisis. The usual economic arguments underlie government largesse – lower cost, reduced risk and high-quality construction for public projects. In these arguments little has changed. From his close examination of case studies of P3s in the UK, Canada and developing countries, John Loxley concludes that P3s do not achieve any of these promised goals and argues that the expansion of P3s owes more to ideology than to a rational evaluation of their economic and community building benefits.
Type is the bridge between writer and reader, between thought and understanding. Type is the message bearer: an art-form that impinges upon every literate being and yet for most of its history it has conformed to the old adage that 'good typography should be invisible', it should not distract with its own personality. It was only at the end of the nineteenth century that designers slowly realised that they could say as much with their lettering as writers could with their words. Form, of course, carries as much meaning as content. Now, anyone within reach of a computer and its limitless database of fonts has the same power. "Type: The Secret History of Letters" tells its story for the first time, treating typography as a hidden measure of our history. From the tempestuous debate about its beginnings in the fifteenth century, to the invention of our most contemporary lettering, Simon Loxley, with the skill of a novelist, tells of the people and events behind our letters. How did Johann Gutenberg, in late 1438, come to think of printing? Does Baskerville have anything to do with Sherlock Holmes? Why did the Nazis re-invent Blackletter? What is a Zapf? "Type" is a guide through the history of our letters and a study of their power. From fashion through propaganda and the development of mass literacy, Loxley shows how typography has changed our world.
In a quiet corner in rural Kent, a 75 year old spinster is found dead at the bottom of her stairs, apparently killed while disturbing a burglary. Within days, two more people have been brutally murdered, triggering a race against time to catch a serial-killer before it is too late.Local Police Officer, John Garrick is on the case, closely followed by Journalist Neil Ashton, both of them out of their depth but both trying to unravel the mystery of something called Teleios, the word sprayed in bright, red letters at each of the murder scenes. And unknown to both of them, sinister, ex-government security agent, Craven, also wants to find out what Teleios means – but for very different reasons. What none of them realise is the magnitude of what they are dealing with; a chain of events that threatens the very heart of the establishment and which will change the fabric of society forever. An outcome so unimaginable that people are prepared to kill for it. Will any of them get there in time? And when they discover the true meaning of Teleios, will their lives ever be the same again?The plot combines the classic English murder mystery with the murky world of politics and international espionage. In an old fashion sense, the story is a mixture of Agatha Christie and John le Carré. In contemporary terms, the story is told from the perspective of three different protagonists, in a style reminiscent of Robert Goddard and Susan Hill.
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