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Prospects (2011) 41:303318
DOI 10.1007/s11125-011-9200-z
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Tony Booth
Published online: 22 September 2011 UNESCO IBE 2011
Abstract This article considers the inclusive development of teacher education, drawing on changes made for the new edition of the Index for Inclusion. It denes inclusion as putting inclusive values into action and sets out a values framework for education. It critiques approaches to inclusion that are conned to the mainstream participation of children categorized as having special educational needs. It suggests inclusive development as a heading for all compatible principled interventions in schools but argues that having a singular approach to development is more important than the name it is given. It attempts to ll a gap in thinking about inclusion by suggesting the structure for a values-and rights-based curriculum for schools. It suggests that besides preparing teachers to promote inclusion in schools, teacher educators who wish to promote inclusion from within universities and colleges must attempt to put inclusive values into action in the cultures, policies, and practices of their own institutions.
Keywords Inclusive values Teacher education Index for inclusive teacher education
Preliminary considerations
In this article I discuss ideas for developing an Index for Inclusive Teacher Education, giving a quick overview of the issues and then returning to them in more detail. I build on the process of revising the Index for Inclusion for schools (Booth and Ainscow 2000, 2002), and drawing together perspectives in Developing Inclusive Teacher Education (Booth et al. 2003), as well as 30 years working in two faculties of education, in the past, where I learned how difcult it is to change ones own institution. I have felt a duty to attempt to change my own institution in the directions that I ask others to consider. My failures at home are a constant reminder of my own limitations, as well as the particular constraints on education development in England. I see inclusion as connected to the development of democratic participation and global citizenship. Engaging with inclusive
T. Booth (&)
Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK e-mail: [email protected]
The name of the rose: Inclusive values into action in teacher education
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development that makes this link can help to move beyond democracy as...