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      Conflicting philosophies of inclusion: the contestation of knowledge in widening participation

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      London Review of Education

      IOE Press

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          Abstract

          This paper explores the conflicting philosophies within the widening participation debate. Two categories of inclusive educators are identified, 'meritocrats' and 'democrats'. Among the democratic educators, a subgroup, 'transformative' educators, exists, which seeks to invoke changes in society and the education system. The positions taken by some of these authors are weakened by their neglect of sociological theory. For the debate to progress and for inclusion to be successful, a renewed understanding of sociological theory is needed. This will help those contributing to the debate to grasp fully the political and economic constraints on students and institutions that have limited inclusion.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 November 2007
          : 5
          : 3
          : 249-263
          Article
          1474-8460(20071101)5:3L.249;1- s4.phd /ioep/clre/2007/00000005/00000003/art00004
          10.1080/14748460701661302
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          London Review of Education
          Volume 5, Issue 3

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