Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers-Reference-Cited by-同舟云学术

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Resilience to neoliberal structural constraints: lessons from Chinese inclusive education teachers

Published:2022-02-07 Issue: Volume: Page:1-16
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Mu Guanglun Michael¹^ORCID,Wang Yan²,Zhu Nan³^ORCID,Zhou Dan⁴

Affiliation:

1. School of Teacher Education and Leadership, Queensland University of Technology, Kelvin Grove, Australia

2. Faculty of Education, Beijing Normal University, Beijing, People’s Republic of China

3. School of Education, Central China Normal University, Wuhan, People’s Republic of China

4. Jinghengyi School of Education, Hangzhou Normal University, Hangzhoou, People’s Republic of China

Funder

International Joint Research Project of Huiyan International College, Faculty of Education, Beijing Normal University

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2022.2030419

Reference62 articles.

1. The teacher's soul and the terrors of performativity

2. Global Education Inc.

3. Quietly sharing the load? The role of school psychologists in enabling teacher resilience

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1. The effect of social support on attitudes towards inclusive education and self‐efficacy among pre‐service special education teachers in Egypt;Journal of Research in Special Educational Needs;2024-03-08

2. Raising children for future mobilities;Recontextualising and Recontesting Bourdieu in Chinese Education;2023-07-03

3. ‘My life is gone with this job’: effects of precarious working conditions on helmet teachers’ personal and professional lives in neoliberal Nepal;Globalisation, Societies and Education;2022-06-23

4. Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice;Educational Assessment and Inclusive Education;2022

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