Literaturnachweis - Detailanzeige
| Autor/in | McMenamin, Trish |
|---|---|
| Titel | A Just State of Affairs: Philosophical Reflections on Justice, Inclusion and the Education of Disabled Children |
| Quelle | In: Cambridge Journal of Education, 48 (2018) 5, S.625-638 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-764X |
| DOI | 10.1080/0305764X.2017.1394981 |
| Schlagwörter | Disabilities; Ethics; Educational Policy; Inclusion; Educational Philosophy; Justice; Educational Experience; Values; Parent Attitudes; Civil Rights; Access to Education |
| Abstract | In the current education policy environment, inclusion -- that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision -- is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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