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Literature, Criticism and the Forms of Knowledge 总被引:1,自引:0,他引:1
PAUL H. HIRST 《Educational Philosophy and Theory》1971,3(1):11-18
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The present paper is part of a larger study carried out in North Queensland, Australia, between 1999 and 2001. The original study focused on the perceptions of 15 women who each have (or had) a child who was medically, educationally and socio‐culturally constituted as having a disability. Qualitative methods were used for research design and to gather data. Poststructural and feminist perspectives were added to provide additional methods of data analysis. The primary focus in this paper is the spatiality of inclusive education with/in the discursive site of (special) education. It also considers the binary of regular/special education in relation to the spaces of educational discourse through the perspectives of the mothers, covering a temporal frame of 40 years. The mothers’ perceptions provide a historical lens on the changes that occurred in special education in North Queensland over this time, while at the same time offer an insight into the spaces disability occupies in education discourse. 相似文献
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PAUL HAGER 《Journal of Philosophy of Education》2011,45(3):545-561
According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ ( MacIntyre and Dunne, 2002 , p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. 相似文献
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PHILIPPA RUSSELL 《Support for Learning》2008,23(3):104-112
This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007 ) and Aiming High ( HM Treasury/DfES, 2007 ), and the strong emphasis on earlier intervention and a range of new services to facilitate better partnership with parents (including those from socially disadvantaged backgrounds). Note: In using the term ‘disabled children’, the author is using the broad definition of disability within the Disability Discrimination Acts (DDA) 1995 and 2005. The DDA definition includes the majority of children with identified and significant levels of SEN. 相似文献
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