Dis/ability, Agency, and Context: A Differential Consciousness for Doing Inclusive Education

Autor/in	Naraian, Srikala
Titel	Dis/ability, Agency, and Context: A Differential Consciousness for Doing Inclusive Education
Quelle	In: Curriculum Inquiry, 43 (2013) 3, S.360-387 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/curi.12014
Schlagwörter	Inclusion; Foreign Countries; Nongovernmental Organizations; Equal Education; Educational Opportunities; Feminism; Educational Theories; Scholarship; Decision Making; Mainstreaming; Physical Environment; Teacher Attitudes; Family Attitudes; Educational Experience; Disabilities; Participant Observation; Special Education; High School Students; Interviews; Administrator Attitudes; Personal Narratives; India + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Bildungsangebot; Bildungschance; Feminismus; Educational theory; Theory of education; Bildungstheorie; Scholarships; Stipendium; Decision-making; Entscheidungsfindung; Natürliche Umwelt; Lehrerverhalten; Bildungserfahrung; Handicap; Behinderung; Teilnehmende Beobachtung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Erlebniserzählung; Indien
Abstract	In any sociocultural context, efforts to promote inclusive education may evoke trajectories of change that are as unpredictable as they are inexhaustible, stimulating the production of a range of disability subjectivities, performances, and constructions. This article unearths such local constructions by focusing on the experiences of nongovernmental organization educators and families of students with disabilities in Chennai, India, as they collectively engaged in inclusive education activity. Using the framework of "differential consciousness" (Sandoval, 2000) I explore the oppositional agency of participants in securing equitable opportunities for students with disabilities in mainstream settings. My aim in doing thus is to animate the links between local practices and global concepts of inclusive education. Even though the narratives of participants index "place" as the predominant signifier of inclusion, their decision making within hugely inaccessible contexts discloses their compulsory movement through multiple, sometimes contradictory, positions to achieve equitable schooling. I subsequently draw on these narratives and more broadly on U.S. third world feminist scholarship to suggest a few lines of inquiry that can serve a transnational theory of inclusive education. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10