Overview

This book focuses on themes such as inclusion in action, schooling during challenging times, engaging teaching spaces, social justice standpoints, student/teacher agency, preservice teacher voices, criticality in educative spaces and children and agency. It provides a lens into educational contexts that fuel or hinder human flourishing. This book explores a range of social justice themes through the power of learning spaces, institutional educative standpoints and teaching approaches. Cultural, social and economic injustices that perpetuate cycles of disadvantage and oppressive narratives are also examined and discussed. This book celebrates, critiques, and reimagines different theoretical frameworks that underpin equitable and inclusive educative landscapes. Attention is directed towards building the capacities of educators to understand and respond to national and global factors that impact on emancipatory education. This book is a ‘Call to Action’ for educators to stand in the shoes of our least advantaged learners and communities, and the chapter authors embody and enact a political and moral mindset that privileges all voices in respectful and proactive ways. It highlights how transformative learning spaces are made up of educators who understand the importance of engaging in scholarly reflection and practice.

Full Product Details

Author:   Marcelle Cacciattolo ,  Jenene Burke
Publisher:   Springer Verlag, Singapore
Imprint:   Springer Verlag, Singapore
ISBN:  

9789819563814

ISBN 10:   981956381
Pages:   487
Publication Date:   01 May 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Not yet available  
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Table of Contents

Exploring equity inclusion and agency in education.- If you step in our shoes then you would treat us differently the struggle for equity and inclusion in education for the south sudanese australian community.- Edgework an alternative theorisation and challenge to deficit understandings of young people.- Barriers and enablers to the establishment of trauma informed career development in schools.- Stories of grace autoethnographic reflections on social justice literacy practices in the primary school classroom.- Going virtual consumer or consumed narrating criticality in educative spaces the parrhesia of emotion and embodiment.- Unexpected integrity to uphold inclusivity voices of thai teachers as intercultural agents in the educational space.- Empowering australian enabling students the importance of building self efficacy.- The inequity of funding for non mainstream educational programs a diffractive analysis of two victorian programs.- Design thinking an empathetic and inclusive approach to designing higher education assessment.- Teaching at intersections cross disciplinary and intersectional trauma informed pedagogies.- Graduate teacher buoyancy stories of inclusive anticipation and the challenge of transition.- Inclusive pedagogy and adhd problematising neuronormative teaching practices in higher education.- Algorithmic bias in teacher education learning from robodebt harms.- Teachers collaborative engagement with families and allied health professionals supporting students with disability across the australian education system.- Developing a teachers toolkit to engage regional and rural learners in science technology engineering and mathematics stem education​.- The role of metacognition to enhance academic writing in teacher education.- Teacher perceptions of the longer term influences of short term international study experiences stise professional practices identities and career trajectories.- My father needs to trust me more than he loves me agency for women in afghanistan in accessing education.- Student agency in physical education teaching approaches for practice.- Siri are dinosaurs real repositioning young children as active agents in their textual practices.- Identifying agency in play based learning for children with impairments.- Pop up play spaces childrens agency inclusion and ethics in public places.- Teachers agentic moves with student aspirations.- Voice and choice agency in flexible and collaborative learning environments.

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Author Information

Prof. Marcelle Cacciattolo is a full Professor and the Associate Director of Research Training in the Institute for Sustainable Industries and Liveable Cities at Victoria University, Australia. She received her Ph.D. from Monash University in 2002. Over the last 24 years her research has been cross-disciplinary involving health sciences and education-based research. Other research projects that Marcelle has been involved in include young people and their wellbeing, refugee relocation, trauma aware standpoints, social justice and innovative teaching and learning pedagogies within tertiary settings. Marcelle works closely with preservice teachers and schools to examine how inclusive pedagogies can support students and families who are the least advantaged. Prof. Jenene Burke is a full Professor and the Deputy Dean in the Institute of Education, Arts and Community at Federation University Australia. She commenced as a lecturer in teacher education in 1998 after a successful career as a secondary teacher. Jenene is the Past-President of WFATE and a Board Member representing Australia. Jenene is the co-Leader of the WFATE Inclusion and Social Justice in Teacher Education in Global Contexts research development group. She is best known for her world-class research into play spaces as inclusive environments for children and their families. Along with this, she has broad interest in other areas of education which intersect with disability studies in education and inclusive education, such as rural and regional teacher education. 

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