Analysing Legislation on Inclusive Education beyond Essentialism and Culturalism: Specificities, Overlaps and Gaps in Four Confucian Heritage Regions (CHRS)

Autor/inn/en	Yuan, Mei; Gao, Wei; Liu, Xianwei; Dervin, Fred
Titel	Analysing Legislation on Inclusive Education beyond Essentialism and Culturalism: Specificities, Overlaps and Gaps in Four Confucian Heritage Regions (CHRS)
Quelle	In: British Journal of Educational Studies, 70 (2022) 2, S.165-185 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dervin, Fred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2021.1905151
Schlagwörter	Inclusion; Confucianism; Asian Culture; Cross Cultural Studies; Cultural Influences; Disabilities; Educational Legislation; Comparative Education; Students with Disabilities; Educational Practices; Foreign Countries; Special Education; Elementary Secondary Education; China; Japan; South Korea; Taiwan + Suchen Sie Ihr Suchwort? Inklusion; Konfuzianismus; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Vergleichende Erziehungswissenschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Bildungspraxis; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Korea; Republik
Abstract	Breaking with discriminatory views and segregated education for children with disabilities, regions often referred to as Confucian Heritage Regions (CHRs) have been moving towards inclusive education. Although some of these regions have been at the centre of attention in global education recently, there is a lack of research and information about how they 'do' inclusive education. Considering that reinforcing legislative foundations is of foremost importance for its fulfillment, this study examines legislation on the education of children with disabilities in four neighbouring CHRs: the Chinese Mainland , Japan, South Korea and China's Taiwan. The core principles that frame such legislation were analyzed and cross-compared. The findings show that despite the common Confucian heritage that is attributed to them systematically in studies of inclusive education -- which is often said to influence the way disability is perceived and dealt with -- the four Regions treat inclusion differently in terms of legislation. While some CHRs are clearly influenced by e.g. the USA, others are trying to design a specific perspective on inclusive education. The authors argue that the complex example of these CHRs can serve as an important template for studies on both inclusive and comparative education. The article also calls for the careful treatment of inclusive education beyond an essentialist and somewhat simplistic perspective that could reduce certain regions to a monolith. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01