Challenges to Goals of "Recovery": A Narrative Analysis of Neoliberal/Ableist Policy Effects on Two Mothers of Young Children with Autism

Autor/in	Sherfinski, Melissa
Titel	Challenges to Goals of "Recovery": A Narrative Analysis of Neoliberal/Ableist Policy Effects on Two Mothers of Young Children with Autism
Quelle	In: Journal of Early Childhood Research, 16 (2018) 3, S.276-290 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sherfinski, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X18775767
Schlagwörter	Neoliberalism; Mothers; Autism; Personal Narratives; Inclusion; Preschool Education; Preschool Children; Individualized Education Programs; Educational Change; Sons; Academic Achievement; Public Schools; Access to Education; Equal Education; Educational Quality; West Virginia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Mother; Mutter; Autismus; Erlebniserzählung; Inklusion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Individualized education program; Individualisierendes Lernen; Bildungsreform; Son; Sohn; Schulleistung; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität
Abstract	This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten "machine," mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers' uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating "double-consciousness," working between machine expectations and narratives of "recovery," meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01