Precarious, Debilitated and Ordinary: Rethinking (In)Capacity for Inclusion

Autor/in	Naraian, Srikala
Titel	Precarious, Debilitated and Ordinary: Rethinking (In)Capacity for Inclusion
Quelle	In: Curriculum Inquiry, 49 (2019) 4, S.464-484 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2019.1659100
Schlagwörter	Accountability; Inclusion; Social Justice; Change Agents; Students with Disabilities; Feminism; Developing Nations; Educational Practices; Educational Change; Access to Education; Special Education; Intervention; Elementary Secondary Education; Theories + Suchen Sie Ihr Suchwort? Verantwortung; Inklusion; Soziale Gerechtigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Feminismus; Developing country; Developing countries; Entwicklungsland; Bildungspraxis; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Theory; Theorie
Abstract	As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the "how" of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on my prior research, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular theorizing for social justice, namely: the durability of "place" and "time" in the discourse of schooling and inclusion; the centrality of "learning need" within conceptions of inclusion; and, the necessity for "agents of change" to promote inclusion. Deploying an intertwined theoretical framework that includes critical disability studies, spatial theory, and writings of US Third World feminists, I argue that these elements collectively compel a (re)consideration of capacity within the construct of inclusion that can then evoke alternate imaginings of inclusive practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01