ABSTRACT
The focus on inclusion in recent years runs through many different aspects of education – it is a feature throughout the new standards for initial teacher education that are being developed by the Teacher Training Agency for 2002; the planning for and monitoring of inclusion is a focus in the inspection of schools by the Office for Standards in Education (Ofsted); and inclusion has been the subject of a number of publications from Ofsted, the Qualifications and Curriculum Authority (QCA) and the Department for Education and Employment (DfEE) in the last two years. Although these developments are, at least in part, a reaction to the recommendations of the report of the Stephen Lawrence Inquiry (the Macpherson Report) in 1999 (see the box opposite) the focus on inclusion in education goes further than looking at the issues related only to minority ethnic groups. This chapter therefore will firstly investigate the different ways in which the term ‘inclusion’ is defined in the education field, and then examines some of the implications for teaching and learning Geography in (and out of) the classroom.
