Inclusion in Education: A Step towards Social Justice

Autor/in	Polat, Filiz
Titel	Inclusion in Education: A Step towards Social Justice
Quelle	In: International Journal of Educational Development, 31 (2011) 1, S.50-58 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.009
Schlagwörter	Foreign Countries; Social Justice; Action Research; Educational Quality; Disabilities; Inclusive Schools; Participatory Research; Elementary Schools; Special Needs Students; Developing Nations; Educational Development; Educational Policy; Access to Education; Barriers; Program Effectiveness; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Projektforschung; Quality of education; Bildungsqualität; Handicap; Behinderung; Inclusive school; Integrative Schule; Forschungstätigkeit; Elementary school; Grundschule; Volksschule; Sonderpädagogischer Förderbedarf; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Tansania
Abstract	This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10