Inclusive Education Complexly Defined for Teacher Preparation: The Significance and Uses of "Error"

Autor/in	Naraian, Srikala
Titel	Inclusive Education Complexly Defined for Teacher Preparation: The Significance and Uses of "Error"
Quelle	In: International Journal of Inclusive Education, 20 (2016) 9, S.946-961 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1134682
Schlagwörter	Inclusion; Teacher Education; Error Patterns; Scholarship; Disabilities; Social Theories; Models; Sociocultural Patterns; Educational Theories; Affordances; Comparative Education; Foreign Countries; Public Schools; Program Implementation; Educational Policy; Policy Formation; India; United States + Suchen Sie Ihr Suchwort? Inklusion; Lehrerausbildung; Lehrerbildung; Fehlertyp; Scholarships; Stipendium; Handicap; Behinderung; Gesellschaftstheorie; Analogiemodell; Soziokulturelle Theorie; Educational theory; Theory of education; Bildungstheorie; Vergleichende Erziehungswissenschaft; Ausland; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Politische Betätigung; Indien; USA
Abstract	Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, I investigate this phenomenon not by associating it with regional cultural and socioeconomic resource limitations, but by reconsidering the assumptions within inclusive education scholarship itself. Drawing on the theory of disability as complex embodiment [Siebers, T. (2008). "Disability Theory". Ann Arbor: University of Michigan Press], I examine the sufficiency of the social model of disability as a foundational basis for teacher preparation for inclusive education in any sociocultural context. I argue for a post-positivist realist theorising of teacher preparation for inclusive education that, through an understanding of error, can imbrication the diversity of historically specific material contexts around the world. To illustrate the affordances of this theory, I examine two dilemmas in a Southern and Northern context, respectively, and generate implications that have transnational significance for inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01