Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom

Autor/in	Wiebe Berry, Ruth A.
Titel	Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom
Quelle	In: American Educational Research Journal, 43 (2006) 3, S.489-529 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Inclusive Schools; Social Environment; Special Education Teachers; Elementary School Students; Disabilities; Learning Strategies; Persuasive Discourse; Attitudes toward Disabilities; Teacher Student Relationship; Group Dynamics; Teaching Methods + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Soziales Umfeld; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Persuasion; Persuasive Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To illuminate the processes of creating learning communities, this study investigated the social context of an inclusion classroom by examining (a) how teachers established a community ethos, (b) how students responded with regard to the positioning of students with disabilities, and (c) how macro discourses possibly shaped interactional processes. Teachers used discourse and participation frameworks in whole-class lessons to encourage participation and collective responsibility for "helping." Nevertheless, the teachers' inclusive language was manipulated to harass and exclude in small-group contexts. Benhabib's conceptions of "general" and "concrete" selves and Cornelius and Herrenkohl's aspects of classroom power--assigning ownership, creating alliances, engaging in persuasion--frame a discussion of contexts of inclusion and exclusion. (Contains 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10