Paradigm and Paradox: Education for All and the Inclusion of Children with Disabilities in Cambodia

Autor/in	Kalyanpur, Maya
Titel	Paradigm and Paradox: Education for All and the Inclusion of Children with Disabilities in Cambodia
Quelle	In: International Journal of Inclusive Education, 15 (2011) 10, S.1053-1071 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.555069
Schlagwörter	Inclusion; Disabilities; Ideology; Guidelines; Foreign Countries; Government Role; Mainstreaming; Social Influences; Politics of Education; Cultural Influences; Social Status; World History; Access to Education; Equal Education; Developing Nations; Social Stratification; Educational Quality; Teacher Education; Teacher Competencies; Educational Finance; Cambodia + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Ideologie; Richtlinien; Ausland; Sozialer Einfluss; Educational policy; Bildungspolitik; Cultural influence; Kultureinfluss; Sozialer Status; Weltgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Soziale Zusammensetzung; Quality of education; Bildungsqualität; Lehrerausbildung; Lehrerbildung; Lehrkunst; Bildungsfonds; Kambodscha
Abstract	In keeping with international guidelines and to meet the target of Education for All (EFA) by 2015, the Cambodian government, with assistance from non-government and aid organisations, has instituted several initiatives towards including children with disabilities in the educational mainstream. This paper examines these efforts within the context of current socio-political development and the general educational system in Cambodia, and argues that the cultural traditions of elitism and social hierarchy and the uniquely post-Khmer Rouge context of severely limited human resources are paradoxical to the value of universal access and quality imbedded in EFA and inclusive education. It concludes that international guidelines for EFA and inclusive education can serve as much to circumscribe as to galvanise policy direction in developing countries. (Contains 11 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10