Considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and inclusion of pupils with special educational needs. Presents and discusses key findings from work in secondary schools committed to inclusion. (BT)

Indicates how new theorizing on the body can be brought to bear on pedagogical work. Argues that a teacher's body needs to be remembered in writing about teaching and learning because it produces desire in pedagogical events. Shows ways that work on corporeality counters mainstream writing about students and teachers. (DSK)