The meanings of Inclusion in cross-cultural contexts

Inhaltsverzeichnis (Table of Contents)

• Introduction
• Theories of Inclusion
• Inclusion: A Historical Perspective
• Research Methodology
• Findings
• Conclusions and Implications

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis examines the meanings of inclusion within the context of post-compulsory education in the UK, focusing specifically on the experiences of adult learners and teachers in two further education colleges in London. The research explores the complex interplay between policy, practice, and individual perceptions of inclusion, considering how these factors shape the experiences of learners and teachers in cross-cultural settings.

• The diverse meanings of inclusion and how they are interpreted by learners, teachers, and policymakers.
• The impact of institutional policies and practices on inclusion and the extent to which they align with theoretical models of inclusion.
• The role of individual experiences and perspectives in shaping the meanings of inclusion.
• The influence of cross-cultural contexts on the meanings of inclusion.
• The implications of findings for policy and practice in post-compulsory education.

Zusammenfassung der Kapitel (Chapter Summaries)

• Introduction: This chapter sets the context for the research by outlining the key concepts and research questions that will be explored in the thesis. It also provides a brief overview of the research methodology and the theoretical framework used in the study.
• Theories of Inclusion: This chapter critically reviews existing theoretical models of inclusion, exploring their strengths and limitations in relation to the context of post-compulsory education. It examines different perspectives on inclusion, including social, cultural, and educational perspectives.
• Inclusion: A Historical Perspective: This chapter traces the historical development of inclusive policies in the UK, focusing on the evolution of policies related to post-compulsory education from 1945 to 2010. It analyzes the key policy shifts and the factors that influenced their development.
• Research Methodology: This chapter presents a detailed account of the research methodology used in the study, including the research design, data collection methods, and data analysis techniques. It explains the rationale behind the choice of research methods and the specific approaches adopted for data analysis.
• Findings: This chapter presents the findings of the research, drawing on data from ethnographic interviews, surveys, and document analysis. It examines the diverse meanings of inclusion, the experiences of inclusion among learners and teachers, and the factors that influence these meanings and experiences.

Schlüsselwörter (Keywords)

This study focuses on the meanings of inclusion in the context of post-compulsory education, drawing upon the experiences of adult learners and teachers in two further education colleges in London. The research highlights the influence of policy, practice, individual perceptions, and cross-cultural contexts on the concept of inclusion. Key terms include: inclusion, post-compulsory education, adult learners, teachers, policy analysis, cross-cultural contexts, ethnographic research, qualitative research, and the Learning and Skills Council (LSC).