Sonja Macfarlane - Academia.edu (original) (raw)

Papers by Sonja Macfarlane

Journal of Child and Family Studies, 2015

Tales from School, 2014

ABSTRACT The book examines some theoretical and empirical aspects about complexities of inclusion... more ABSTRACT The book examines some theoretical and empirical aspects about complexities of inclusion and culture as they apply to education and specifically to the area of disability or special educational needs (SEN). This book argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are not a global agenda in the sense that one size fits all, rather they are completely context dependent and they should be deconstructed according to the suitability of each context. The book also argues that ‘inclusion’ relates to a wider understanding of inclusion beyond disability (relating to wider cultural issues like religion and difference). Additionally, the book is based on the premise that Egyptian teachers’ understanding of and attitudes towards inclusion are set within a cultural context different from many other contexts especially the western ones. Through the journey of the book, the study attempts to problematize these issues so it may contribute in filling this gap. Moreover, it has been argued that the complexities of inclusion, SEN, and teachers’ beliefs and attitudes should be studied within a framework that recognises the influence of culture and context. Therefore, the theoretical claims proposed in this book are further supported by the results of a case study of the inclusion of children with special educational needs (SEN) in mainstream schools in the Egyptian context, with a particular focus on teachers’ understanding of and attitudes towards inclusive education according to the sociocultural model.

The continual marginalisation of indigenous knowledge within colonial education systems has led t... more The continual marginalisation of indigenous knowledge within colonial education systems has led to historical disadvantage for many indigenous peoples including the Maori people in New Zealand. This paper contends that indigenous solutions can provide relevant and effective responses as well as enhance the lives and experiences of both indigenous and non-indigenous groups. Indigenous cultural constructs and principles can be used

Preventing School Failure: Alternative Education for Children and Youth, 2013

European Journal of Special Needs Education, 2013

ABSTRACT Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by... more ABSTRACT Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing PSTEPs to take on more inclusive perspectives and content. Examples of innovative changes in one programme in New Zealand and one in Australia are then described and discussed, particularly around how these changes seek to address these challenges. Some key facilitators for enhancing PSTEPs are put forward, namely positioning and embedding policy and practice in national and international contexts; embracing practices; working with the broader education faculty around the integration of course structures and content; listening to the views of practicing teachers; exploring pre-service teachers’ values, beliefs, attitudes, knowledge and concerns about engaging with and teaching students with diverse learning needs; building evidence-based programming and instructional knowledge, skills and practices for effective differentiation and adjustments; contributing to authentic mentoring networks; and encouraging professional development planning.

Discourse: Studies in the Cultural Politics of Education, 2012

The Australian Journal of Indigenous Education, 2014

Journal of Child and Family Studies, 2015

Tales from School, 2014

ABSTRACT The book examines some theoretical and empirical aspects about complexities of inclusion... more ABSTRACT The book examines some theoretical and empirical aspects about complexities of inclusion and culture as they apply to education and specifically to the area of disability or special educational needs (SEN). This book argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are not a global agenda in the sense that one size fits all, rather they are completely context dependent and they should be deconstructed according to the suitability of each context. The book also argues that ‘inclusion’ relates to a wider understanding of inclusion beyond disability (relating to wider cultural issues like religion and difference). Additionally, the book is based on the premise that Egyptian teachers’ understanding of and attitudes towards inclusion are set within a cultural context different from many other contexts especially the western ones. Through the journey of the book, the study attempts to problematize these issues so it may contribute in filling this gap. Moreover, it has been argued that the complexities of inclusion, SEN, and teachers’ beliefs and attitudes should be studied within a framework that recognises the influence of culture and context. Therefore, the theoretical claims proposed in this book are further supported by the results of a case study of the inclusion of children with special educational needs (SEN) in mainstream schools in the Egyptian context, with a particular focus on teachers’ understanding of and attitudes towards inclusive education according to the sociocultural model.

The continual marginalisation of indigenous knowledge within colonial education systems has led t... more The continual marginalisation of indigenous knowledge within colonial education systems has led to historical disadvantage for many indigenous peoples including the Maori people in New Zealand. This paper contends that indigenous solutions can provide relevant and effective responses as well as enhance the lives and experiences of both indigenous and non-indigenous groups. Indigenous cultural constructs and principles can be used

Preventing School Failure: Alternative Education for Children and Youth, 2013

European Journal of Special Needs Education, 2013

ABSTRACT Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by... more ABSTRACT Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing PSTEPs to take on more inclusive perspectives and content. Examples of innovative changes in one programme in New Zealand and one in Australia are then described and discussed, particularly around how these changes seek to address these challenges. Some key facilitators for enhancing PSTEPs are put forward, namely positioning and embedding policy and practice in national and international contexts; embracing practices; working with the broader education faculty around the integration of course structures and content; listening to the views of practicing teachers; exploring pre-service teachers’ values, beliefs, attitudes, knowledge and concerns about engaging with and teaching students with diverse learning needs; building evidence-based programming and instructional knowledge, skills and practices for effective differentiation and adjustments; contributing to authentic mentoring networks; and encouraging professional development planning.

Discourse: Studies in the Cultural Politics of Education, 2012

The Australian Journal of Indigenous Education, 2014