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1.
The paper aims to explore ways in which mothers of children with cerebral palsy (CP) attempt to voice their concerns about current discourses and power imbalances enshrined in special education policy and provision. Mothers’ narratives are important in making transparent the multiple forms of ‘disablism’ experienced by them in their attempts to negotiate and counteract on behalf of their children deficit-based and discriminatory discourses and professional practices that violate their children’s rights, notwithstanding international and national legal mandates promoting a rights-based approach to disability. Their narrated subjugated agency in disability politics highlights the imperative to introduce new forms of advocacy through parent leadership in order to enable parents to have a more active and strategic role in challenging disabling discourses and practices that undermine their children’s rights and entitlements. 相似文献
2.
Pei Wen Chong 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):600-613
ABSTRACTThis paper investigates influential discourses embedded within policy documents and policy-makers’ accounts to trace special education development in Malaysia. With a heavy reliance on the medical model, the distinction of the ‘educable’ and ‘ineducable’ based on self-care abilities is incongruent with inclusive ideals that support learner diversity. The diagnosed disability types of students bear a strong influence on their educational settings and learning pathways, leading to many students with physical impairments relegated to community care centres outside the schooling system. The proportion of pupils in special schools remains low, yet special classes are expanding exponentially resulting from growing diagnoses of various kinds of learning disabilities, particularly the category of ‘slow learner’. This calls into question whether the increasing use of special classes leads to an improvement of support provision or the growing failings of the Malaysian general education system. 相似文献
3.
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the ‘twice exceptional’ based on measured intelligence and commodifies support for this group. Such support is designed to appeal to a neoliberal ethos of seeking competitive advantage in a marketised system. Alternatively, special educational needs co-ordinators (SENCOs) could raise awareness and promote a non-hierarchical understanding of ‘twice exceptionality’ in schools, thereby highlighting what is missed when allegedly science-based discourses become hegemonic within education and when governmentally mandated accountability practices are prioritised over professional judgement and the interests of individual students. Calls for ‘twice exceptionality’ to be recognised as a SEN/D category risk additional pressures on SENCOs at a time when governmental demands on SENCOs throughout the COVID-19 pandemic have served to heighten existing tensions associated with the neoliberalisation of education (commercialisation, commodification, decentralisation, and residualisation). Nevertheless, SENCOs could play a key role in addressing longer-term processes affecting children with dis/abilities and learning difficulties such as stigmatisation and, in this instance, discriminatory configurations of ‘giftedness’. 相似文献
4.
Rachel Lambert 《International Journal of Inclusive Education》2017,21(5):521-531
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. 相似文献
5.
There are multiple routes to becoming a special educator in Norway. In recent years, bachelor's degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b) define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially ‘expert’ teachers for children with special needs. Bachelor’s degree students also emphasized special educators’ role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability. 相似文献
6.
Inclusive schooling policy: An educational detective story? 总被引：1，自引：0，他引：1
Julianne Moss 《The Australian Educational Researcher》2003,30(1):63-81
Since the publication of the Salamanca statement (UNESCO 1994), inclusive schooling has formed a growing part of the deliberations of the special education community. Inclusive schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have been superimposed on inclusive education discourses. At the fifth International Congress of Special Education (ISEC 2000) held in Manchester, ‘the death knell of the concept of special education’ (ISEC 2000) was announced. The concept proposed by Mike Oliver, Professor of Disability Studies at the University of Greenwich, asserts an end to understandings of diversity dependent on medical, psychological and charity-based discourses. From a recent study of inclusive schooling policy, and drawing from poststructuralist methodology, I suggest an approach to research, policy development and practice that questions traditionalist theorising in the special education field. Reflecting on the implementation of the Inclusion of Students with Disabilities Policy (DECCD 1995) in the Tasmanian government school system, I outline my alignment with Oliver’s view and highlight how questions of epistemology and reconstructions of research methodologies are central to rethinking understandings of difference. I also illustrate a methodological orientation that offers possibilities for a different science to take place, thereby understanding diversity as multiple and contradictory — and beyond the single ‘detective story’ (Gough 1998) of the medical, psychological and charity-based discourses that circulate in schools as the populist conceptions of ‘inclusion’. 相似文献
7.
Edith W. King 《课程研究杂志》2013,45(3):331-338
Through an analysis of policy documents, archival material, interviews and journal articles, this paper attempts to map those discourses which have become an important part of the meanings and practices that make up the physical education curriculum in New South Wales, Australia, from 1880 to 1980. It uses a feminist perspective to argue that the dominance of a masculine agenda, built around organized sport and the human movement sciences, has marginalized other pedagogies and other forms of physical activity, such as gymnastics and dance, which are more likely to be associated with women. Physical education possesses characteristics which make it a particularly potent site within education for discourses about the body. When organized sports dominate the curriculum, the valuing of individual achievement through aggressive competition, within a context of male dominance, becomes the normative standard. This typically works against women's and girls’ participation in physical education and physical activity; it also contributes to the (re)production of notions of women being ‘weaker’ and ‘lacking’ in relation to male superior strength and skill. There has been a marked and continuing absence of oppositional discourses in Australian physical education to contest the dominance of the masculine tradition. Contestation has been framed primarily within liberal feminist or ‘equal opportunity’ discourses which rarely challenge the dominant forms of physical education. Further analyses using feminist perspectives are required to challenge existing curricula. 相似文献
8.
《Journal of moral education》2012,41(3):277-290
This paper argues that the ‘traditional conception of moral responsibility’ authorizes and supports denials of white complicity. First, what is meant by the ‘traditional conception of moral responsibility’ is delineated and the enabling and disenabling characteristics of this view are highlighted. Then, three seemingly good, antiracist discourses that white students often engage in are discussed – the discourse of colour‐blindness, the discourse of meritocracy and the discourse of individual choice – and analysed to show how they are all grounded in the ‘traditional conception of moral responsibility’. The limitations of these discourses are drawn and how these discourses work to conceal white complicity is established. Finally, implications for social justice education are discussed. 相似文献
9.
Anastasia Liasidou 《International Studies in Sociology of Education》2013,23(3):225-239
This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravelling the highly political and contested nature of disability and special educational needs – and also in terms of his analysis of the emergence and development of sociological theorising in the field. The parochial obsession with deficit and medical‐oriented approaches to dealing with ‘difference’ and ‘need’ have been significantly challenged through the ‘sociological imagination’ aimed at pointing up the highly political and complex nature of disability and ‘special educational needs’. Times have changed and sociological theorising has evolved, but presumed ‘personal troubles’ are still not unequivocally conceptualised as being intertwined with, resting upon and emanating from ‘public issues’ embedded in the social, cultural and political edifice of educational, social and national communities. The ‘sociological imagination’ should be constantly invoked and deployed in order to expose and challenge the sophisticated ways in which individual pathology accounts and special educational imperatives re‐invent themselves through more inclusive linguistic veneers. 相似文献
10.
11.
Dan Goodley Katherine Runswick‐Cole 《International Studies in Sociology of Education》2013,23(4):273-290
Len Barton has pioneered the sociological study of education in the areas of disability studies and inclusive education. This paper addresses an argument developed by Len Barton that social exclusion, of which disablism is one element, (1) has many compounding forms of differing exclusions, (2) is not a natural but a socially constructed process, (3) has no single factor that can remove it and (4) is in constant need of conceptual analysis. Our paper aims to address each of these four challenging themes in relation to the contemporary societal position of disabled children, their families and key professionals that work around them, with a specific focus on schools. First, we explore the ways in which disabled childhoods are imbricated with other forms of exclusion. Second, we consider the ways in which ‘disability’, ‘impairment’ and ‘child’ are consistently being reproduced in particular and often contradictory ways by disability discourses. Third, we consider the need to work with numerous forms of educational intervention that address the exclusion of disabled children. Fourth, we conclude with an appeal to develop disability studies in ways that build on the shoulders of (social model) greats – such as Len Barton – whilst being receptive to other transformative perspectives from queer, feminist and postcolonial studies. 相似文献
12.
Alicia A. Broderick Greta Hawkins Stefanie Henze Corinthia Mirasol-Spath Rachel Pollack-Berkovits Holly Prozzo Clune 《International Journal of Inclusive Education》2013,17(8):825-842
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools. 相似文献
13.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
14.
Elizabeth Marquis 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):829-840
ABSTRACTThis article explores the representation of disability and academic identity in two award-winning films: Still Alice and The Theory of Everything. Drawing on scholarship about embodiment and the ‘normal professor body’, I demonstrate how the complex images of disabled academics in these films take up and replicate (to differing extents) dominant discourses of disembodied intellectualism that shape conceptions of the professoriate. As examples of public pedagogy, these representations have significant ramifications for popular understandings of disability and higher education. 相似文献
15.
Tiffany Mary Jones 《Sex education》2013,13(4):369-387
Sexuality policy is currently changing at global, national and local levels. This move is affecting the sexuality education discourses in education policies around the world. However, the changes are not always translating into a direct re-thinking of approaches, and in some cases result in a push for more conservative policy. This paper provides a discourse exemplar for understanding the broad range of sexuality education discourses currently at work in education policies and policy movements internationally. It is intended for use in sexuality education policy research, conception and practice. The different constructions of ‘the child’ at the core of the various discourses are examined, including the ways in which the different discourses attempt to ‘save’ these children from perceived sexuality problems through education. The article posits that such rhetorical children should not ‘stand in’ for the needs of actual children in sexuality policy, without being explicitly acknowledged as constructs. 相似文献
16.
Gabrielle Ivinson 《Sex education》2013,13(2):201-216
This paper elaborates possibilities and limitations for sex education in schools by mapping the consequence of introducing the topic ‘sex’ within a range of scientific and informal discursive settings. The organising and regulating structures of the school maintain the boundaries between common‐sense and scientific discourses. Bernstein made a distinction between vertical discourse and horizontal discourses. Vertical discourses characterise scientific discourses that are coherent, explicit and systematically principled structures. Horizontal discourses characterise common‐sense discourses that are local, segmented and context‐dependent. The implications for teaching sex education through vertical discourses such as science, English and art as opposed to personal and social education, which is a horizontal discourse, are discussed. Yet, all discourses are unstable, and the notion of a ‘tipping point’ is introduced to demonstrate the potential for sex education when vertical discourses collapse. 相似文献
17.
Christine Skelton 《Gender and education》2007,19(6):677-690
An examination of gender discourses within New Labour education policy on the preparation of students for a career in teaching in the UK reveals a contradictory yet, at the same time, complementary position. In the guidelines outlining the Standards that a prospective teacher has to achieve, the ways in which gender informs pupils’ educational opportunities is ‘played down’ in that it is not addressed directly. Rather ‘gender’, along with ethnicity, social class, disability and sexuality is embedded within the broader concept of ‘diversity’. At the same time, gender is foregrounded in education policy on the recruitment of teachers with the drive by the Training and Development Agency to encourage men into primary schools. This article explores these tensions and relates these to the published research on the experiences of male primary teachers. It concludes by arguing for a recognition of student/practicing teachers’ real concerns regarding the gender issues which influence and inform their professional choices and careers rather than those set by the Government agenda. 相似文献
18.
Maria Rönnlund Kristina Ledman Mattias Nylund Per-Åke Rosvall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):302-318
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes. 相似文献
19.
Noel Gough 《Environmental Education Research》1999,5(1):35-48
In this article I critically analyse some of the ways in which human subjectivity and agency are constructed in contemporary discourses of environmental education research, with particular reference to conceptual change discourses such as those borrowed from ‘misconceptions’ research in science education. I argue that the methods of constructivist science education research are not necessarily applicable to either the (human) ‘subjects’ or subject‐matters (in an epistemological sense) of environmental education, and that poststructuralist methodologies may provide useful frames for rethinking the ways in which understandings of human subjectivity and agency are deployed in environmental education research. 相似文献
20.
Globalisation,knowledge economy and comparative education 总被引：2，自引：0，他引：2
Roger Dale 《比较教育学》2005,41(2):117-149
This paper seeks to introduce this special issue by setting out what seem to be some of the major theoretical and methodological issues raised for comparative education by the increasing prominence of the discourses of the knowledge economy, which, it is argued, represent a particularly strong version of globalisation and its possible relationships to education systems, and hence an especially acute challenge to comparative education. It focuses on the possible implications of these changes for each of the three elements of ‘national education system’. In terms of the ‘national’ it discusses the nature and consequences of methodological nationalism, and emphasises the emerging pluri‐scalar nature of the governance of education. In terms of ‘education’, it argues that education is now being asked to do different things in different ways, rather than the same things in different ways. In terms of ‘system’, it is suggested that the constitution of education sectors may be in the process of changing, with a development of parallel sectors at different scales with different responsibilities. Overall, the article suggests that we may be witnessing the development of a new functional, scalar and sectoral (non zero sum) division of the labour of educational governance. Finally, it addresses the question ‘what is now to be compared’ and considers the consequences for both ‘explaining’ and ‘learning’ through comparative education. 相似文献