University of Hertfordshire Research Archive

        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of UHRABy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

        Arkivum Files

        My Downloads
        View Item 
        • UHRA Home
        • University of Hertfordshire
        • PhD Theses Collection
        • View Item
        • UHRA Home
        • University of Hertfordshire
        • PhD Theses Collection
        • View Item

        Knowing differently, being differently : creating new opportunities for inclusion by using narrative approaches to challenge perspectives on special educational needs

        View/Open
        Download fulltext (PDF, 18Mb)
        Author
        Jarvis, Joy
        Attention
        2299/14252
        Abstract
        This thesis is the story of one teacher's practice in the field of special educational needs. It examines the purpose and themes of her published work. The purpose of this writing has been to challenge perspectives of children, and of learning and teaching, in the context of inclusion. This has been undertaken by exploring hidden aspects of teacher-learner relationships, developed and demonstrated in classroom interaction. These include attitudes and assumptions that may limit learning, and involve the themes of identity, agency and voice. Research, writing and teaching has been used to challenge perspectives of teachers, and teacher educators, in relation to what we know about learners with special educational needs and how we come to know about them. It argues for an ontological focus in relation to understanding the learner and an epistemology based on imagination and empathy. The contribution to knowledge claimed in this thesis involves the development of a pedagogical approach that enables teachers to identify and challenge underlying assumptions in the field of special educational needs. The process has the potential to empower teachers to change their perspectives and to act in relation to these new understandings in inclusive classrooms.
        Publication date
        2005
        Other links
        http://hdl.handle.net/2299/14252
        Metadata
        Show full item record
        Keep in touch

        © 2019 University of Hertfordshire

        I want to...

        • Apply for a course
        • Download a Prospectus
        • Find a job at the University
        • Make a complaint
        • Contact the Press Office

        Go to...

        • Accommodation booking
        • Your student record
        • Bayfordbury
        • KASPAR
        • UH Arts

        The small print

        • Terms of use
        • Privacy and cookies
        • Criminal Finances Act 2017
        • Modern Slavery Act 2015
        • Sitemap

        Find/Contact us

        • T: +44 (0)1707 284000
        • E: ask@herts.ac.uk
        • Where to find us
        • Parking
        • hr
        • qaa
        • stonewall
        • AMBA
        • ECU Race Charter
        • disability confident
        • AthenaSwan