Titlebook: Educational Assessment and Inclusive Education; Paradoxes, Perspecti Christian Ydesen,Alison L. Milner,Youjin Ruan Book 2022 The Editor(s)

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https://doi.org/10.1007/978-1-4757-3922-0al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.

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Introducing a Research Agenda,e internal and external agendas as well as the multiplicity of dimensions associated with education. Finally, the chapter briefly introduces the empirical case contexts analysed in the book and presents the chapter structure of the book.

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Researching Educational Assessment and Inclusive Education, take hold, with ramifications for both the research team and participants in the case contexts. Finally, throughout the chapter, we will discuss the diverse theoretical lenses through which we will explore the agendas of assessment and inclusion in order to make connections with the questions on education and society identified in Chap. ..

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Becoming Teachers: Assessment and Inclusion in Professional Practices and Subjectivities,al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.

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al and posthumanist theories.Historical basis, contemporary This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from fi

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Book 2022n agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and eco

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