Bücher von Julie Allan

One size does not fit all when it comes to education.In modern society, education has been and continues to be shaped, informed, and driven by a so-called "grammar of schooling": an approach which completely ignores the many and diverse identities that learners own, are given, and encounter. Categorising students into neat, labelled boxes, splintering knowledge into strictly defined subjects, and fracturing learning - this grammar of schooling desperately needs rewriting.Through narratives from teachers, students, and their families, this book explores the lived experiences of those who are forced to live with the current approach, and the consequences for their lives, relationship, and education. It also asks the question of what creative and holistic alternative approaches might look like - when the rules aren't working, the rulebook can be rewritten.

 This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people.  Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school. 

With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion.

With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion.

Using the accounts of mainstream pupils and pupils with SEN, the text explores the pupils' identities and experiences in relation to each other. It argues that strategies for inclusion have to take into account both mainstream and SEN pupils.