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Autor/in | Whitburn, Ben |
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Titel | The Subjectivities of "Included" Students with Disabilities in Schools |
Quelle | In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 4, S.485-497 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0159-6306 |
DOI | 10.1080/01596306.2015.1105787 |
Schlagwörter | Inclusion; Disabilities; Regular and Special Education Relationship; Educational Theories; Foreign Countries; Secondary School Students; Barriers; Social Attitudes; Social Theories; Interviews; Normalization (Disabilities); Cultural Differences; Australia; Spain |
Abstract | The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the "problem" of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students' "included" subjectivities--notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inclusive schooling and the posthumanist position of disability: an epistemic fissure that impedes inclusive development. Through analysis of the voices of students with disabilities from two different schooling contexts in Australia and Spain, I demonstrate how fragmented virtues of normalcy suffused their subjectivities. I conclude the paper with a discussion of the roles that DisHuman disability studies might play in recasting inclusive schooling by troubling normative discourse. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |