{"title":"基础设施和包含的幻象排除:国际学生评估","authors":"Thomas S. Popkewitz","doi":"10.1080/13603116.2023.2275156","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"43 ","pages":"0"},"PeriodicalIF":1.8000,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Infrastructures and phantasmagrams of inclusions that exclude: international student assessments\",\"authors\":\"Thomas S. Popkewitz\",\"doi\":\"10.1080/13603116.2023.2275156\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":48025,\"journal\":{\"name\":\"International Journal of Inclusive Education\",\"volume\":\"43 \",\"pages\":\"0\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-10-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Inclusive Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13603116.2023.2275156\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Inclusive Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13603116.2023.2275156","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍:
The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.