What Can “inclusion” Mean in the post-human Era?

Naraian, Srikala

doi:10.1163/25888803-bja10001

Cited by 6 publications

(5 citation statements)

References 31 publications

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“…The original foundation of inclusion has always been humanist given that educational institutions are expected to embrace a shared humanity (Naraian, 2020). However, in recent years, these concepts of human rights and equality have come under scrutiny as the concept of human is aligned with dominance over other beings that inhabit the planet, including those who are considered subhuman due to marginalised identity markers.…”

Section: Diversity As An Expectation and Strengthmentioning

confidence: 99%

Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

Mahadew

2023

Educ. res. soc. change.

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Despite global and national imperatives to build an inclusive society, incidences of discrimination on the basis of numerous marginalised identity markers are widely reported. The early years are an ideal moment for children to form initial attitudes towards different groups of people. In fact, the early years are regarded as a means for social and economic transformation, according to the South African National Development Plan. This article is a segment of a study on a group of early childhood care and education teachers and teacher trainers who explored inclusion using a participatory action learning and action research design. Eight members formed an action learning set and engaged in mutual and collaborative learning to transform their learning environments to become more inclusive. Data were generated in two iterative cycles using a baseline questionnaire, reflective journals, and purposeful conversations. Underpinned by the posthumanist perspective, the findings highlight that diversity needs to be regarded as a strength to be valued, rather than as an impediment. The findings also suggest the need for collectivism in opposition to individualism, and a reconfiguration of the child's identity as posthuman. The study thus contributes to positive outcomes by identifying ways to transform early learning environments to become more inclusive. This not only leads to a more democratic and socially just learning environment but also contributes to wider positive societal change.

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Section: Diversity As An Expectation and Strengthmentioning

confidence: 99%

Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

Mahadew

2023

Educ. res. soc. change.

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“…Luego, podríamos concluir que si llegaran a producirse alianzas entre parte del conocimiento sobre inclusión educativa desde el modelo social de discapacidad -como puede ser el construido mediante las experiencias de sus actores -y el control neoliberal, sería plausible estar alertas respecto a desenmascarar críticamente la agencia individual en tanto sería afirmativa sólo del logro y no del bienestar. La idea de la agencia, insistimos, tiende a privilegiar la capacidad normativa hegemónica desde la cual se aborda la diferencia como déficit y puede justificar estrategias políticas y educativas proteccionistas, perfeccionistas y competitivas que arriesgan a los escenarios educativos a convertirse en sitios forzados de humanización (Naraian, 2020).…”

Section: Una Epistemología Aliada Del Control Neoliberalunclassified

“…Desde un punto de vista teórico-metodológico, la voz fenomenológica ralentiza la posibilidad de crear de otras formas de comprender, cuidar y enunciar la diferencia que, irreductibles al discurso, tengan en cuenta que el devenir de cualquier expresión de diferencia va entrelazado al de otras materialidades vivas -también en movimiento y con agencia -, aunque éstas sean simultáneamente humanas y no humanas, estructurales y subjetivas (Naraian, 2020).…”

Section: Ventana Neomaterialista Para Que Tenga Voz Cada Minúscula DIunclassified

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Gómez-Guinart

Jaras

2021

EPAA

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Throughout this critical literature review, we present some theoretical and ethical challenges that the empirical use of voice poses to the knowledge and the development of public policies on inclusion in education. To this aim, we reviewed 31 studies that focus on voice, such as it is defined by the social model of disability, as a unit of analysis for inclusive practices in different educational scenarios. We found that voice is a synonym for discourse, and it describes three empirical routes: voice that points out social barriers, voice that expresses attitudes and beliefs, and voice that copes with stigma. Drawing upon our findings, we justified the need for producing knowledge for inclusion from another onto-epistemological perspective. As alternative, we suggested that new materialisms allow us to interrogate the ideas of the human and the difference underneath the social model of disability, given its modern ontological roots. In this direction, we redefined voice to recognize as such to every minuscule difference expressed by each alive materiality. Then, we reflected on the possibilities of creating knowledge that leads to a non-deterministic understanding of the difference and the human, and encourages the becoming of new discourses, practices, and public policies for inclusion in education.

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“…Esto a su vez responde a la visión inclusiva de las políticas educativas en una era globalizada, que implica unificar y potenciar el trabajo de los actores educativos para generar políticas equitativas de calidad. Desde esta perspectiva, la educación regular y la educación especial no deberían ser consideradas como realidades separadas, sino que, por el contrario, tendrían que entenderse como una unidad que trabaja colaborativamente para lograr los principios de una educación para todos/as (Danforth & Naraian, 2015;Molina 2015;Naraian, 2021).…”

Section: Conclusionesunclassified

Marco Regulatorio para la Inclusión de Estudiantes con Necesidades Educativas Especiales en Chile: un Análisis en Torno a Prácticas Escolares

Sandoval

Palacios²,

Larrazabal

et al. 2021

Rev. bras. educ. espec.

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RESUMEN Presentamos una revisión del estado de la legislación sobre educación especial en Chile y un análisis cualitativo de su aplicación en escuelas regulares con Programas de Integración Escolar. Exponemos que la normativa para la integración de niñas/os con Necesidades Educativas Especiales se enmarca en un contexto enfocado en la rendición de cuentas sin criterios comunes que faciliten su interpretación. Como consecuencia, los actores involucrados ponen en práctica las normas de diversas formas, lo que incluye el abordar la normativa respecto a asuntos administrativos y financieros para intentar que no obstaculice la inclusión de manera universal.

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What Can “inclusion” Mean in the post-human Era?

Cited by 6 publications

References 31 publications

Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

Reimagining Inclusion in Early Childhood Care and Education: A Posthuman Perspective

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

Marco Regulatorio para la Inclusión de Estudiantes con Necesidades Educativas Especiales en Chile: un Análisis en Torno a Prácticas Escolares

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