Literaturnachweis - Detailanzeige
| Autor/inn/en | Haegele, Justin A.; Maher, Anthony J. |
|---|---|
| Titel | Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences |
| Quelle | In: Educational Researcher, 52 (2023) 6, S.385-393 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Haegele, Justin A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X231176287 |
| Schlagwörter | Inclusion; Definitions; Values; Students with Disabilities; Social Influences; Educational Environment; Equal Education; Student Participation |
| Abstract | "Inclusion" has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining "inclusion" as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
