Notice bibliographique
Résumé
Slee, Roger. (2011). The irregular school: Exclusion, schooling and inclusive education. Abingdon, UK: Routledge. 219 pages, ISBN ISBN: 978-0-41547990 (paperback), 978-0-415-47989-9 (hardback). Roger Slee is one the most innovative and genuinely original thinkers working in the field of diversity today. His latest book, The irregular school: Exclusion, schooling and inclusive education, continues to challenge readers to broaden their thinking with respect to inclusive (and exclusive!) education, and to re-imagine what schooling might be beyond the current framework of regular and special schools and classrooms. This is not a prescriptive 'how to' book, but rather a presentation of concepts designed to generate discussion and reform. The ideas are generally clearly presented in plain language, free of academic-ese, so as to allow the discourse to become (or possibly return to being) truly public. The book begins by examining the historical, philosophical, and research foundations of inclusive education through the lens of its black-sheep sibling (never invited to family dinners), exclusion. This reflects Slee's long-standing interest in the topic of exclusion; of who's in, who's out, and how come? (p. 152). The reader is taken on a Cook's tour of various international contexts of exclusion and invited to consider why societies and the individuals who comprise them are so indifferent in their reactions and responses to it. This section of the text makes for sober reading, enhanced by vignettes of personal experiences in impoverished areas of rural Australia. Eventually, following further consideration of marginalization, the reader is led to the building of a theory of inclusive education. No definitive passage on what it means to include is provided. Rather, a discussion cleverly designed to help readers think through the multiple issues and agendas that impact inclusive education theory is presented. In chapters five to seven the book examines progress in inclusive education, particularly in the area of policy, in a number of international jurisdictions including Canada (but most notably the Australian States of Queensland and Victoria), identifying both promise and problems along the way. The final chapter of the book dreams big in considering possibilities for the irregular school. It presents the reader with four action-based propositions for moving forward. These include re-framing the field, re-righting language, researching inclusion (which follow themes from his earlier text with Julie Allen), and re-visioning education. It also presents an agenda for collective action, outlining five key tasks; restorative, analytical, policy, education, and values. The conclusions in this chapter make good sense and draw on the tenor and content of the preceding chapters. While it is clear that the main purpose of this book is to expose structures that lead to exclusion and so in that sense it is theoretical, the challenge for the reader is that once one begins to entertain what is involved in implementing reform to the extent suggested the task ahead might seem overwhelming. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,005 | 0,010 |
| Communication savante | 0,009 | 0,011 |
| Science ouverte | 0,001 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».