The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular.
Three cross-cutting themes are represented across all four volumes:
- A chronological approach, showing how key concepts and perspectives have developed in each area of the literature.
- Identified groups of learners - developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race
- Contexts for learning - such as urban education and global or comparative perspectives.