This series is directed to regular and special educators; school leaders; policy makers; school-based physical and occupational therapists, mental health clinicians, counsellors and psychologists; university professors and graduate students. The series is ideal for decision-makers, academics, and practitioners who have a professional interest in the inclusion of children and youth with disabilities, learning difficulties, or other potentially marginalizing difficulties in regular schools and classrooms.
Each series volume focuses on a key aspect of inclusive education and provides critical chapters by contributing authors who discuss theoretical positions, empirical findings, and impact on school and classroom practice. Evidence-based research practices provide a plethora of ideas for decision-makers and practitioners with current ways of thinking about and implementing inclusive education.
This series:
As well as being available to buy in individual print and ebooks, all research in this series is available via Emerald Insight. Explore International Perspectives on Inclusive Education on Emerald Insight
Professor Chris Forlin
International Education Consultant
chrisforlin@outlook.com
View the call for papers here.
Volume 22 Title: Managing cultural differences for the inclusive development of international higher education
Editors: Elena G. Popkova & Bruno S. Sergi
The purpose of the volume is to explore approaches to managing cultural differences for the inclusive development of international high education. It is achieved through a detailed study of international experience in overcoming cultural differences, ensuring the inclusiveness of higher education and the openness of universities for people with disabilities. The volume is based on the assumption that the internationalization of universities is achieved through inclusiveness, which is based on the management of cultural differences.
In this volume, inclusiveness is identified as a priority in higher education and cultural differences as a barrier to achieving it. The strong goal of this volume is to take into account current global trends (including the COVID-19 pandemic), to identify patterns and features of the inclusiveness of various universities when implementing approaches to managing cultural differences and achieving openness for people with disabilities.
This volume is a practical guide to the implementation of the concept of lifelong learning, several sustainable development goals (in particular, SDGs 4, 8, 9, 10, 17), as well as the concept of developing a “knowledge economy”. This volume presents a case study of overcoming cultural differences and ensuring the inclusiveness of higher education in Russia and the EAEU. It contains promising applied guidelines and frameworks for managing cultural differences for the inclusive development of international high education, including student tourism, inclusive campuses, distance learning, and EdTech.
The following are potential suggestions for chapters, but these can be flexible if they relate to the topic. This would be an excellent opportunity to start the new year with a contribution to this volume regarding inclusion in higher education. There is little written on this topic, so it has enormous potential for you to select an area of interest to you within the scope of the volume. At present the focus is on Russia and the EAEU but they editors would love to expand this and have writers from a range of other countries if possible.
Please contact Elena Popkova <elenapopkova@yahoo.com>.
Directly if you are interested in writing a chapter for this exciting new book and copy in series editor Chris Forlin <chrisforlin@outlook.com>.
Volume 25 Title: Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts.
Editors Dani Lane (dnowosiadlo@elon.edu), Nicholas Catania (ncatania@usf.edu), & Sarah Semon (ssemon@usf.edu).
This volume will focus on inclusive education in international contexts. The foundation of the book is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars will contribute chapters about the history and status of inclusion in their respective contexts. Specifically, contributors will be asked to critically consider the current state of inclusive education in relation to the UN’s Agenda 2030 initiative and Sustainable Development Goal 4. Authors will discuss the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and a look towards the future of inclusive education within their context. This book will demonstrate how the continued call for a shift towards inclusive education in different countries is complex and varies greatly within each international context. The text concludes with a synthesis of the chapters as well as a broad discussion on the common barriers, such as the sociopolitical unrest amplified by the ongoing pandemic and resulting systematic stressors. Additionally, attention is given to levers promoting inclusion such as the realignment of policies and practices with international initiatives. This book serves to challenge educational stakeholders to critically consider, analyse, and innovate policies and practises for inclusive education for all.
With the timing of the volume aligning with the mid-point of Agenda 2030, it has enormous potential for you to provide an important update on inclusion within your own context as part of a key global perspective. The editors strongly encourage individuals from all nations to consider contributing to this volume as we aim to diversify the voices and stories shared.
Submission Procedures
Potential contributors are invited to submit a one-page proposal clearly explaining their chapter and how it will relate to the book regarding the context it will address.
Please submit your chapter proposal https://forms.gle/pBen7kYQqwLbYPyy5 no later than March 15, 2022.
Accepted chapters, ranging from 5,000 - 7000 words each including title, abstract, manuscript, and references, should be submitted by September 1, 2022; manuscripts should be double spaced and use APA style headings, citations, and references.
We are pleased to announce our 2023 Literati Award winners.
2021 Literati Award winners.
2020 Literati Award Winners