Disability, Education, and Inclusion: Cross-Cultural Issues and Dilemmas

Barton, Len; Armstrong, Felicity

doi:10.4135/9781412976251.n31

Cited by 37 publications

(32 citation statements)

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“…First, education in a representative democracy is an inherently and inevitably political enterprise: It cannot avoid enacting particular visions of desirable student outcomes. These are usually grounded in the popular discourses that reflect the widespread beliefs and values of voters, particularly those beliefs and values that define the relationship between the individual and society (Barton & Armstrong, 2001). Some (e.g., Apple, 1993;McLaren, 2002) have argued that the purpose of public education in late capitalism has been to provide workers who are minimally skilled, obedient, and punctual for employment in industry, corporations, and the service industry.…”

Section: Grounding Assumptionsmentioning

confidence: 99%

The Discursive Practice of Learning Disability

2004

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This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.

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Section: Grounding Assumptionsmentioning

confidence: 99%

The Discursive Practice of Learning Disability

2004

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“…In the fields of special and inclusive education, a range of studies -from descriptive country studies to more ambitious historical and geographical comparisons -has examined the effects of internationalisation, delineated the rise of special and inclusive education worldwide and compared developments in different countries (for example, Peters, 1993;Mazurek and Winzer, 1994;Booth and Ainscow, 1998;Barton and Armstrong, 2001;Powell, 2011;Richardson and Powell, 2011;Tomlinson, 2013). We discuss educational inequalities in terms of institutionalised learning opportunity structures (Powell, 2011).…”

Section: Analysing Educational Inequalities and Student Dis/abilitymentioning

confidence: 99%

From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

Biermann¹,

Powell²

2016

Education Systems and Inequalities

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“…Inclusive schools are based on philosophy which values and celebrates difference (Swain and Cook 2001) and move beyond disability to remove barriers of participation for all students who are disadvantaged in school spaces (Barton and Armstrong 2001). Proponents of inclusive schooling argue that system wide reform is necessary to enable schools to be welcoming of diversity and to cater for the needs of all students, those with disabilities as well as others marginalized in the education system (e.g.…”

Section: In(con)clusive Schooling/educationmentioning

confidence: 99%

“…Proponents of inclusive schooling argue that system wide reform is necessary to enable schools to be welcoming of diversity and to cater for the needs of all students, those with disabilities as well as others marginalized in the education system (e.g. Ferguson 1995, Barnes et al 1999, Turnbull et al 1999, Barton and Armstrong 2001, Lawson 2001, Slee 2001, Swain and Cook 2001.…”

Section: In(con)clusive Schooling/educationmentioning

confidence: 99%

Seeking inclusive education: disrupting boundaries of ‘special’ and ‘regular’ education

Ypinazar

Pagliano²

2004

International Journal of Inclusive Education

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The present paper is part of a larger study carried out in North Queensland, Australia, between 1999 and. 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.

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Disability, Education, and Inclusion: Cross-Cultural Issues and Dilemmas

Cited by 37 publications

References 0 publications

The Discursive Practice of Learning Disability

The Discursive Practice of Learning Disability

From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

Seeking inclusive education: disrupting boundaries of ‘special’ and ‘regular’ education

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