<p>"I wish this book had been written when I commenced my doctorate in special needs education back in the 1990s. Books on the philosophy of special education and inclusion are rare. In this volume, Mintz tackles some of the toughest questions that underpin the common vocabulary in education concerning inclusion. But he doesn't provide the reader with easy answers. On the contrary, he challenges us to enter the classroom and the lecture theatre and admit the morally complex issues that need to be grappled with. Inclusion pertaining to diversity, social justice, and equity must always be negotiated as a process, Mintz argues, in relation to political values. In line with Berlin's advice, he submits the following: ‘These issues cannot be pushed under the carpet, no matter how much we might want to, but can only be resolved through the hard work of weighing up what we gain and what we lose.’ Mintz here suggests a theoretical framework, and courage towards action, to everyone prepared to take on the challenge the book presents."</p><p><b>Solveig Magnus Reindal</b><i>, Professor in Philosophy of Education, NLA University College, Norway</i></p><p>"Stemming from a position of value pluralism, this book offers an incisive analysis of the tensions and debates underpinning the concept of inclusion and its enactment in educational policy and practice. Joe Mintz powerfully argues in favour of considering inclusion as ‘a series of interlinked questions that require negotiation’ at the level of political values as well as the everyday classroom practice. A series of case studies illustrates the theoretical framework presented, and it sheds light on the complex values at play in securing inclusion while respecting differences. Although I often disagree with the author, this is an engaging and essential contribution, which should be widely read by educationists, policymakers, and parents alike."</p><p><b>Lorella Terzi</b><i>, Professor of Philosophy of Education, Roehampton University, UK</i></p><p>"The book's philosophical approach to social justice, inclusion and diversity contributes to the growing challenge to the Marxist Critical Theory that has dominated sociology of education since the 1970s. By re-positioning these ideals within the universal Enlightenment human rights tradition and by questioning the limitations of a purely sociological approach, the volume contributes to the debate desperately needed by the discipline about how social justice, inclusion and diversity should be understood and justified in education."</p><p><b>Elizabeth Rata</b><i>, Professor of Education, University of Auckland, New Zealand</i></p><p>"A powerful problematisation of the concept of inclusion within education, drawing effectively on relevant political and sociological literature. I particularly appreciated the demonstration of the power of John Rawls’ theory of justice in thinking about disability and SEN. I valued too the case studies which give concrete shape to the classroom dilemmas faced by teachers and school leaders in their everyday practice."</p><p><b>Seamus Hegarty</b><i>, Visiting Professor, University of Warwick, UK</i></p>

<p>"I wish this book had been written when I commenced my doctorate in special needs education back in the 1990s. Books on the philosophy of special education and inclusion are rare. In this volume, Mintz tackles some of the toughest questions that underpin the common vocabulary in education concerning inclusion. But he doesn't provide the reader with easy answers. On the contrary, he challenges us to enter the classroom and the lecture theatre and admit the morally complex issues that need to be grappled with. Inclusion pertaining to diversity, social justice, and equity must always be negotiated as a process, Mintz argues, in relation to political values. In line with Berlin's advice, he submits the following: ‘These issues cannot be pushed under the carpet, no matter how much we might want to, but can only be resolved through the hard work of weighing up what we gain and what we lose.’ Mintz here suggests a theoretical framework, and courage towards action, to everyone prepared to take on the challenge the book presents."</p><p><b>Solveig Magnus Reindal</b><i>, Professor in Philosophy of Education, NLA University College, Norway</i></p><p>"Stemming from a position of value pluralism, this book offers an incisive analysis of the tensions and debates underpinning the concept of inclusion and its enactment in educational policy and practice. Joe Mintz powerfully argues in favour of considering inclusion as ‘a series of interlinked questions that require negotiation’ at the level of political values as well as the everyday classroom practice. A series of case studies illustrates the theoretical framework presented, and it sheds light on the complex values at play in securing inclusion while respecting differences. Although I often disagree with the author, this is an engaging and essential contribution, which should be widely read by educationists, policymakers, and parents alike."</p><p><b>Lorella Terzi</b><i>, Professor of Philosophy of Education, Roehampton University, UK</i></p><p>"The book's philosophical approach to social justice, inclusion and diversity contributes to the growing challenge to the Marxist Critical Theory that has dominated sociology of education since the 1970s. By re-positioning these ideals within the universal Enlightenment human rights tradition and by questioning the limitations of a purely sociological approach, the volume contributes to the debate desperately needed by the discipline about how social justice, inclusion and diversity should be understood and justified in education."</p><p><b>Elizabeth Rata</b><i>, Professor of Education, University of Auckland, New Zealand</i></p><p>"A powerful problematisation of the concept of inclusion within education, drawing effectively on relevant political and sociological literature. I particularly appreciated the demonstration of the power of John Rawls’ theory of justice in thinking about disability and SEN. I valued too the case studies which give concrete shape to the classroom dilemmas faced by teachers and school leaders in their everyday practice."</p><p><b>Seamus Hegarty</b><i>, Visiting Professor, University of Warwick, UK</i></p>