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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.

            Content

            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
            c586f478-b892-4478-9771-93a78aeb1dcb
            Copyright @ 2007
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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