Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.010 |
| Scholarly communication | 0.009 | 0.011 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".