Chinese Teachers' Views of Educational Exclusion of Children with Disabilities in Relation to Equality

Autor/in	Qu, Xiao
Titel	Chinese Teachers' Views of Educational Exclusion of Children with Disabilities in Relation to Equality
Quelle	In: International Journal of Inclusive Education, 26 (2022) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qu, Xiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1626496
Schlagwörter	Foreign Countries; Teacher Attitudes; Inclusion; Students with Disabilities; Equal Education; Elementary School Teachers; Teaching Methods; Social Bias; Regular and Special Education Relationship; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper examines one key theme of 'education and equality' arising from a qualitative study that explores what special and inclusive education may mean for Chinese primary schools. The focus is on unpacking teachers' interpretations, values, and deeper assumptions of the 'equality' concept. Drawing from 37 interviews with mainstream primary school teachers in a Chinese city, this paper illustrates that teachers may perceive the concept of 'educational equality' in terms of equal treatment and preferring utilitarian principles than equality. The analyses show how teachers' understanding surrounding 'education and equality' informs their views and attitudes of the inclusion and exclusion of children with disabilities. This paper intends to draw attention to and highlight the importance of the need for Chinese teachers to think more deeply about educational equality beyond equal treatment. Responding to utilitarian perspectives in special and inclusive education, the paper reminds the importance of recognising that inclusion in its broad sense has the benefits of improving education and society for all, not just for the few in minority. The conclusion suggests areas for further investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01