Abstract
According to Young (Inclusion and democracy. Oxford: Oxford University Press, 2000: 79), greeting, rhetoric and narrative are important practices that constitute ‘larger arguments, and sometimes enable understanding across difference in the absence of shared premises that arguments need in order to begin’. We shall, firstly, examine these three ways of human practice in order to show how tolerance manifests in cultivating educational encounters. Next, we offer conceptual analyses of educational inclusion and exclusion, and how these relate to both learners and teachers as they endeavor in settings in which they might not be the dominant or normative voice. We conclude this chapter by looking at tolerance, internal inclusion and dissent. Here we pay particular attention to Buber’s (Pointing the way (M. Friedman, Trans. & Ed.). New York, NY: Harper and Brothers, 1957) account of educational inclusion as ‘pure dialogue’.
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Davids, N., Waghid, Y. (2017). Inclusion/Exclusion, Tolerance and Educational Encounters. In: Tolerance and Dissent within Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-58109-5_9
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DOI: https://doi.org/10.1007/978-3-319-58109-5_9
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