Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan

Autor/inn/en	Johnstone, Christopher; Schuelka, Matthew J.; Choeki, Yeshi; Yetsho, Tashi
Titel	Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan
Quelle	In: Comparative Education Review, 67 (2023) 1, S.147-166 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/722814
Schlagwörter	Inclusion; Students with Disabilities; Advocacy; Educational Opportunities; Access to Education; Longitudinal Studies; Educational Philosophy; Case Studies; Teacher Attitudes; Student Attitudes; Foreign Countries; Bhutan + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sozialanwaltschaft; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Lehrerverhalten; Schülerverhalten; Ausland
Abstract	Disability-inclusive education and development have become priorities for global governance organizations over the past decade and have thus introduced new complexities to existing development narratives. One reason for this is the long-standing discourse of "disability models" (medical, social, and cultural models) most often found in disability studies discourses. This study demonstrates that individuals with disabilities and their advocates navigate education and development opportunities through the lens of multiple models simultaneously. In this article, we introduce the philosophical theory of dialectics as a way of understanding how seemingly competing models might simultaneously inform the actions that individuals take in relation to disability-inclusive education and development. We present three minicases--two from teachers and one from a youth with a disability--drawn from a recent 3-year project in Bhutan. These case examples demonstrate how dialectical thinking is often present in education and development initiatives. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01