Inclusion's confusion in Alberta

Gilham, Chris; Williamson, W. John

doi:10.1080/13603116.2013.802025

Cited by 11 publications

(6 citation statements)

References 12 publications

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“…(Winzer, & Mazurek, 2017, p. 225). The two terms inclusion and integration are often used in the same breath (integrative inclusion), and there is also talk of "Inclusion's confusion" (Gilham, & Williamson, 2014). On the one hand, the independence of the two concepts is to be seen, on the other hand they stand in an original, undeniable connection to each other.…”

Section: Inclusive Educationmentioning

confidence: 99%

The Humanization of Education: Some Major Contemporary Challenges for an Innovative Concept

Golz

Graumann

Whybra

2019

IDE

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The humanities and social sciences, and in particular the educational sciences, are facing major challenges in view of the current socio-political, economic and foreign policy upheavals. The authors characterize some of these challenges to education theorists and practical pedagogues against the background of the ideas of a “Humanization of Education” that emerged in Russia after the collapse of the Soviet Union and led to the founding of the “International Academy for the Humanization of Education” (IAHE) in 1995. That humanization approach is still very relevant today. Here, the focus is on the current discussions of national identity, individuality and social responsibility, problems and tasks of inclusion and integration, as well as on the effects of digitalization on personality development. The influence of “Progressive Education” in the first half of the 20th century on the discussions centering on the “Humanization of Education” is taken into account, and the authors pose the question of the sustainability of such innovations in times of social upheavals.

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Section: Inclusive Educationmentioning

confidence: 99%

The Humanization of Education: Some Major Contemporary Challenges for an Innovative Concept

Golz

Graumann

Whybra

2019

IDE

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“…On the contrary. Researchers critique "Inclusion's confusion in Alberta" (Gilham & Williamson, 2014) and characterize the education landscape as riddled with a muddle of changes in definitions and directions. The so-called reform climate is marked by lack of coherence, short horizons, unfulfilled promises, and repeated calls for events that do not happen, and few notable successes.…”

Section: Outcomes and Consequencesmentioning

confidence: 99%

“…At least some jurisdictions interpret the 2004 regulations to mean that segregated special education programs are acceptable provided consideration is first given to placement in inclusive contexts. Moreover, prescriptions about physical placement in the reform documentation are vague, flexible, and changeable, with various mentions of 'typical,' 'appropriate,' 'grouped programs based on specific needs,' and 'a mix of the two experiences' (Alberta Education, 2011;ATA, 2011;Gilham & Williamson, 2014). Certainly, Alberta boasts a remarkably broad public education system with much school choice.…”

Section: Outcomes and Consequencesmentioning

confidence: 99%

“…Further, any intent of all students within general settings is far from being realized. Instead, an actual approach of segregated and inclusive forms of education is maintained in both policy and practice (Gilham & Williamson, 2014;Loreman, 2014). Alberta Education's list of diversity categories (2015b) included mental and physical disabilities but elided specific references to students presenting with emotional or behavioral challenges, an increasingly visible problem in contemporary classrooms.…”

Section: Outcomes and Consequencesmentioning

confidence: 99%

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Inclusive Schooling for Students with Disabilities: Redefining Dialogues of Diversity and Disability in the Canadian (Alberta) Agenda

Winzer

Mazurek

2019

IDE

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Inclusive education for students with disabilities is beset by foundational problems often related to conflicting definitions. UNESCO, a lead agency, speaks to accommodating diversity; a parallel conversation is preoccupied with disability. This paper is situated at the intersection of diversity, disability, and inclusive schooling. It focuses on the present tendency to conflate disability with diversity to conform with UNESCO’s version of inclusive schooling. As a case study, we use the Canadian province of Alberta where a recent set of proposals aimed at reforming special education rebranded disability as diversity and promised inclusive schooling as a solution to mounting diversity in the schools. We explicitly argue that Alberta’s sustained muddle of intent related to inclusive schooling arises, at least in part, from efforts to follow UNESCO’s broad prescriptions and assimilate disability into diversity. Misassumptions about the uniqueness of disability relative to other forms of diversity and difference have spilled over to blanket disability and diminish the importance of schooling for those disabled in the political space. Implicitly, the data are generalizable to other countries pursuing an inclusive agenda, particularly those in Europe.

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“…Danielle's anecdote is a powerful example of how, despite the ubiquitous talk of inclusion in Alberta and other provinces, a prejudiced and taken-for-granted way of thinking and being with students can be counter-productive to the social justice values of a truly inclusive educational system. In a much more sweeping and admittedly simplified sense, inclusion today is deeply entangled with special education's discourse (Gilham & Williamson, 2013). Further yet, special education has deep historical ties to normalization (Gilham, 2012).…”

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confidence: 99%

Inclusion’s Historical Entanglements in Alberta

Gilham

2014

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Inclusive education in Alberta is entangled in a long, dark history of exclusion. Hermeneutics can help illuminate and interrupt this entanglement in order to ask what might be taken for granted within it. Our notions of inclusion could be interpreted as suffering from an inability to recognize what is still historically at play, especially in the case of students diagnosed with emotional and behavioural disabilities. Seeing and understanding this through a hermeneutic sense of historical inquiry and play can help us move towards socially just school systems for children and youth.

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Inclusion's confusion in Alberta

Cited by 11 publications

References 12 publications

The Humanization of Education: Some Major Contemporary Challenges for an Innovative Concept

The Humanization of Education: Some Major Contemporary Challenges for an Innovative Concept

Inclusive Schooling for Students with Disabilities: Redefining Dialogues of Diversity and Disability in the Canadian (Alberta) Agenda

Inclusion’s Historical Entanglements in Alberta

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