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Integració escolar --- Transnacionalisme --- Educació inclusiva --- Ensenyament inclusiu --- Escola inclusiva --- Inclusió (Educació) --- Pedagogia de la diferència --- Pedagogia inclusiva --- Adaptacions curriculars --- Necessitats educatives especials --- Migració internacional --- Migració transnacional --- Migració (Població) --- Globalització --- Multiculturalisme --- Xarxes socials --- Escoles integrades --- Integració educativa --- Segregació educativa --- Pedagogia social --- Educació compensatòria --- Discriminació en l'educació --- Integració social --- Educació especial --- Children of immigrants --- Education --- Education. --- Evaluation.

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Infants autistes --- Educació inclusiva --- Condicions socials --- Aspectes socials --- Qüestions socials --- Situació social --- Desenvolupament social --- Condicions rurals --- Situació legal --- Ensenyament inclusiu --- Escola inclusiva --- Inclusió (Educació) --- Pedagogia de la diferència --- Pedagogia inclusiva --- Adaptacions curriculars --- Educació especial --- Integració escolar --- Autisme en els infants --- Autisme --- Infants --- Inclusive education. --- Autistic children --- Education. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Education --- Mainstreaming in education

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This edited volume brings together researchers and educators who present a balanced blend of theoretical and practice-based considerations about different pedagogies in the field of Progressive Education (including Philosophy with Children, Reggio Children, Philosophy with Children Hawaii, Dialogic Education etc.). To change future education for good, inclusive pedagogical theories and practices must prove themselves to be efficacious in the unpredictable, multifaceted dynamics of real classrooms. By focusing on ideological and structural dynamics that can undermine or promote inclusion or providing future directions that can foster emancipatory, democratic, socially-just and evidence-based forms of teaching and professional practice, the chapters in this book explore current and emerging practices, experiences, and problems to equip both researchers and teachers with a wide range of possibilities and tools to face the challenges of future education. Enrico Postiglione holds a PhD from the University of Modena and Reggio Emilia, Italy. Since 2016 he builds and runs Philosophy for Children communities of inquiry with both children and adults in complex educational contexts and analyses their effectiveness. His research focuses primarily on social/ linguistic/educational inclusion and the interactions between philosophy of mind and the nature of educational processes.

Educació inclusiva --- Ensenyament inclusiu --- Escola inclusiva --- Inclusió (Educació) --- Pedagogia de la diferència --- Pedagogia inclusiva --- Adaptacions curriculars --- Educació especial --- Integració escolar --- Inclusive education. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Education --- Mainstreaming in education --- Alternative Education. --- Teachers --- International education. --- Comparative education. --- Inclusive Education. --- Teaching and Teacher Education. --- International and Comparative Education. --- Training of. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Teacher education --- Teacher training --- Teachers, Training of --- Nontraditional education --- Educational innovations --- Alternative schools --- History --- Experimental methods

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Applied sociology. --- Welfare economics. --- Quality of life. --- Economic policy --- Economics --- Social policy --- Development sociology --- Sociology --- Social problems --- Life, Quality of --- Economic history --- Human ecology --- Life --- Social history --- Basic needs --- Human comfort --- Social accounting --- Work-life balance --- Integració social --- Desenvolupament social --- Pobresa --- Condicions socials --- Aspectes socials --- Qüestions socials --- Situació social --- Condicions rurals --- Situació legal --- Indigència --- Lluita contra la pobresa --- Misèria --- Pauperisme --- Precarietat econòmica i social --- Mendicitat --- Pobres en el mitjà urbà --- Assistència social --- Barraquisme --- Economia de subsistència --- Escassetat --- Marginació social --- Pobres --- Progrés social --- Evolució cultural --- Progrés --- Usos i costums --- Desenvolupament humà (Sociologia) --- Cohesió social --- Inserció social --- Reinserció social --- Adaptació social --- Sociologia --- Inserció laboral --- Aculturació --- Empreses d'inserció --- Integració escolar --- Minories --- Persones desfavorides --- Política social

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This edited volume analyzes a little-known but important juncture in the history of racial integration and public education during the Obama administration through the advent of the Trump administration, which also marks a significant transition of US racial politics and race relations from its foundations in civil rights movements of the 1950s/60s. Focusing on the City of Detroit, which via the historic Supreme Court case, Milliken v. Bradley, stands as the central site of analysis for these broader national dynamics of race, education, and integration—what we term as a “new political economy of integration”—this volume offers a multidisciplinary perspective on the critical role integration must play in the project of America becoming a multiracial democracy as US populations continue to grow more diverse and will soon transform the nation into a multiracial majority for the first time in its history. Curtis L. Ivery is a nationally renowned leader in US urban affairs. A prolific author, he has published numerous books, articles, and columns on urban issues. He has conceived several nationally acclaimed conferences focusing on key issues of urban inequality and social justice. This is the third and completing volume to past works, America’s Urban Crisis and the Advent of Color-Blind Politics and Reclaiming Integration and the Language of Race in the “Post-Racial” Era. Joshua A. Bassett is Senior Fellow of the Institute for Social Progress (ISP), a nationally affiliated urban studies and educational institute located at Wayne County Community College District in Detroit, Michigan. He served as executive director of multiple national summits focused on educational equity and urban issues. His past work includes America’s Urban Crisis and the Advent of Color-Blind Politics and Reclaiming Integration and the Language of Race in the “Post-Racial” Era. .

Discrimination in education. --- Busing for school integration. --- Busing of school children --- School busing for integration --- Student busing for school integration --- School children --- School integration --- Segregation in education --- Educational discrimination --- Race discrimination in education --- Education --- Affirmative action programs in education --- Transportation --- Integració escolar --- Discriminació en l'educació --- Detroit (Michigan) --- Discriminació en l'ensenyament --- Educació --- Discriminació sexual en l'educació --- Escoles integrades --- Integració educativa --- Segregació educativa --- Pedagogia social --- Educació especial --- Educació compensatòria --- Educació inclusiva --- Integració social --- Michigan --- Education and state. --- Schools. --- Educational Policy and Politics. --- School and Schooling. --- History of Education. --- History. --- Teaching --- Public institutions --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- History --- Government policy