The SAGE Handbook of Power 2009
DOI: 10.4135/9780857021014.n12
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Culture and Power

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Cited by 11 publications
(8 citation statements)
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“…Although we advocate for exploring the intersubjective experiences of disabled students vis-à-vis feelings of belonging, acceptance, and value through amplifying their voices, it is crucial that we and others follow Artiles et al's (2010) lead and end by situating such experiences and feelings in relation to cultural forces that shape spaces in education. The mechanisms of cultural (re)production in schools (Engelstad, 2009), such as policy, resourcing, staff professional development, curriculum decisions, assessment arrangements, and pedagogical actions, influence intersubjective feelings. Therefore, there is a need for the voices of disabled students to influence these mechanisms of cultural (re)production.…”
Section: Implications For Scholarship and Practicementioning
confidence: 99%
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“…Although we advocate for exploring the intersubjective experiences of disabled students vis-à-vis feelings of belonging, acceptance, and value through amplifying their voices, it is crucial that we and others follow Artiles et al's (2010) lead and end by situating such experiences and feelings in relation to cultural forces that shape spaces in education. The mechanisms of cultural (re)production in schools (Engelstad, 2009), such as policy, resourcing, staff professional development, curriculum decisions, assessment arrangements, and pedagogical actions, influence intersubjective feelings. Therefore, there is a need for the voices of disabled students to influence these mechanisms of cultural (re)production.…”
Section: Implications For Scholarship and Practicementioning
confidence: 99%
“…According to Pesonen (2016), stakeholders whose professional values, beliefs, and behaviors are aligned with creating welcoming and accepting spaces are crucial to developing and fostering supportive climates. Here, the role of those who have their hands on the levers of power in education and schools, such as policymakers and school leaders, is crucial in shaping the ideologies, values, customs, and behaviors that structure spaces in schools (Engelstad, 2009). So, too, is the role of educators, who are charged with being responsible for understanding how to create and support environments that foster feelings of acceptance.…”
Section: Inclusion As Intersubjective Experiencesmentioning
confidence: 99%
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“…What space is available and what it is used for helps to signal the extent to which PE is an important part of local government and school priorities, and the type of pedagogies, activities and learning that have cultural legitimacy. This purview is articulated clearly by Engelstad (2009: 214), who argues: 'In architecture power is delineated abstractly. The space bears witness to the power of the State.…”
Section: Access To Appropriate Facilities and Learning Spacesmentioning
confidence: 99%