Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: A sociological perspective
Author(s)Mu, Guanglun Michael
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AbstractThis chapter is situated in the context of ‘Learning in Regular Classrooms (LRC)’, a national inclusive education programme initiated by the Chinese government in the 1980s. Building on the grounds of the author’s extant projects, the chapter debates the connections among teacher professionalism, teacher agency, and student resilience in the Chinese LRC context. LRC teachers’ agency is considered to be an important dimension of their professional competence. Their agency work in exploring, identifying, and gaining support within a resource-scarce and neoliberalised educational setting can socialise students with special needs into a resilience process, promote student wellbeing, and offset the negative effects of system deficiency. The contribution of this chapter is timely – at a time when both the international discourse of inclusion and the scholarly debates of teacher agency and student resilience are calling for more educational and social efforts to bring various stakeholders together for the sake of marginalised and underserved students.
School of Teacher Education & Leadership; Faculty of Education