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Molly Baustien Siuty 《International journal of qualitative studies in education》2013,26(8):1032-1047
AbstractCritical approaches to inclusive education seek to transform educational systems to increase access, participation, and achievement for students at the intersections of multiple markers of difference. Yet, the role of space in inclusive education remains under explored as a social and political construct. We know that space matters for the production and maintenance of student identities; however, little is known about its interaction with teacher and specifically special educator identity. This qualitative study takes a ‘spatial turn’ in inclusive education by exploring how the existing geographies of exclusion within schools mediated special educators’ identity construction. Through interactions with their sociocultural contexts, special educators’ engaged in the co-construction of gatekeeper identities and participated systems of ableism that perpetuated and justified exclusion. Recommendations will be made for how school communities can critically interrogate space as a means for increased equity and inclusion. 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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Mary R. Coakley-Fields 《International Journal of Inclusive Education》2013,17(3):245-260
ABSTRACTElementary school teachers are expected to teach reading ‘inclusively’ to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher’s talk in one ‘inclusive’ fourth grade classroom’. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher’s talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual’s independent development of ‘strength’ as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students’ participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment. 相似文献
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Claire Penketh 《教育政策杂志》2013,28(4):432-442
AbstractEducation policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This article recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in special educational needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive ‘subject’ is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The article explores theoretical frameworks that are essential for recognising meaning in education when subjects cannot be put to work. 相似文献
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Katherine Runswick‐Cole 《British Journal of Special Education》2011,38(3):112-119
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re‐narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’. However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick‐Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo‐liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education. 相似文献
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AbstractFew historical accounts of Australian sport policy have explicitly profiled the federal government’s involvement in disability sport. In this paper, we draw on the concept of ableism as a lens to address this lacuna. In doing so, we profile the history of the Commonwealth government involvement in disability sport and explore how the policy of ‘mainstreaming’ has emerged through partnerships led by the Australian Paralympic Committee with National Sporting Originations (NSOs) and government. We highlight that whilst these changes have arguably made mainstream NSOs more aware of their legal obligations and have led to positive changes in the provision of opportunities for people with a disability through the development of ‘Paralympic pathways’, there is some evidence of potential caveats of ‘mainstreaming’. Specifically, we point to an emerging body of evidence which suggests that despite these policy measures, people with disabilities still report being marginalized and excluded from ‘mainstream’ sporting programmes. Therefore, we question if less governmental leadership is the right path given the limitations of the present policy framework. Additionally, we highlight how performance-based funding mechanisms such as ‘Winning Edge’ are narrowing who is eligible for funding and thus curtailing finite resources for only the most ‘abled’ of the disabled. 相似文献
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