Learning to Read 'Inclusion' Divergently: Enacting a Transnational Approach to Inclusive Education

Autor/inn/en	Naraian, Srikala; Amrhein, Bettina
Titel	Learning to Read 'Inclusion' Divergently: Enacting a Transnational Approach to Inclusive Education
Quelle	In: International Journal of Inclusive Education, 26 (2022) 14, S.1327-1346 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1807624
Schlagwörter	Foreign Countries; Comparative Education; Inclusion; Special Education; Students with Disabilities; Equal Education; Beginning Teachers; Principals; Educational Change; Educational Demand; United States; Germany + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Junior teacher; Junglehrer; Principal; Schulleiter; Bildungsreform; Bildungsanforderung; Bildungsnachfrage; USA; Deutschland
Abstract	Drawing on our experiences as researchers and educators in multiple national contexts, we argue for the necessity for conceptualizations of 'inclusion' that subsume both the discourse of equity and the material conditions of its enactment. In this paper, we look specifically at two groups engaged in enacting inclusion -- novice teachers in the US and school principals in Germany. Using the theoretical frame of new materialisms, we read our data in each regional context diffractively to disclose the intra-activity between multiple human and non-human agents that constituted the phenomenon of inclusion (Barad 2008, "Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter." In "Material Feminisms," edited by S. Alaimo, and S. Hekman, 120-154. Bloomington: Indiana University Press). These readings disclosed the instability of categories that inform current framings of inclusion. Collectively, our study seeks to stimulate materially informed and contextually specific understandings of inclusion that accommodate the multiple overlapping influences which characterise processes of inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01