Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

2019 ◽  
Vol 17 (5) ◽  
pp. 634-656 ◽  
Author(s):  
Jennifer Van Aswegen ◽  
Michael Shevlin
Keyword(s):  
Social Justice ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
Disability Studies ◽  
People With Disabilities ◽  
Analytical Framework ◽  
Capabilities Approach ◽  
Special Issue ◽  
Disabled People ◽  
Policy Document

Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault’s theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015–2024was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a capabilities approach in creating a discursive policy space where social justice througheducation for disabled people can be imagined.

Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education

2011 ◽  
Vol 113 (10) ◽  
pp. 2115-2121 ◽  
Author(s):  
Susan Baglieri ◽  
Lynne M. Bejoian ◽  
Alicia A. Broderick ◽  
David J. Connor ◽  
Jan Valle
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
Disability Studies ◽  
American Educational Research Association ◽  
Research Association ◽  
Columbia University ◽  
Special Issue ◽  
Disabled People ◽  
Teachers College ◽  
Disability Studies In Education

In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1 We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).

scholarly journals The Desire for New Humanisms

2020 ◽  
pp. 1-20
Author(s):  
Dan Goodley ◽  
Rebecca Lawthom ◽  
Kirsty Liddiard ◽  
Katherine Runswick-Cole-Cole
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Social Theory ◽  
Disability Studies ◽  
The Political ◽  
Cultural Economic ◽  
Critical Disability Studies ◽  
Global Context ◽  
New Humanism ◽  
Disability Studies In Education

This paper articulates our desire for new humanisms in a contemporary cultural, economic and global context that has been described as posthuman. As researchers committed to modes of radical, critical, politicised and inclusive education, we are mindful of the significance of social theory and its relationship with articulations of social justice. Whilst sympathetic to the potentiality of posthuman thought we grapple with the imperative to embrace new humanisms that historicise and recognise global inequalities that concurrently exist in relation to a myriad of human categories including class, age, geopolitical location, gender, sexuality, race and disability. We focus in on the latter two categories and draw on ideas from postcolonial and critical disability studies. Our argument considers the problem of humanism (as a product of colonial Western imaginaries), the critical responses offered by posthuman thinking and then seeks to rearticulate forms of new humanism that are responsive to the posthuman condition and, crucially, the political interventions of Postcolonial and Critical Disability Scholars. We then outline six new humanist projects that could productively feed into the work of the Journal of Disability Studies in Education.

ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION

2018 ◽  
pp. 71-76 ◽  
Author(s):  
Aleksey Yurevich KONOVALOV ◽  
Yuriy Nikolaevich KONOVALOV ◽  
Esedulla Mallaalievich OSMANOV
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Professional Education ◽  
Educational Institution ◽  
People With Disabilities ◽  
Disabled People ◽  
Education Development ◽  
Persons With Disabilities ◽  
Regional State ◽  
Adaptive Physical Education

The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.

scholarly journals Conceptions of social justice in Scottish and Swedish education systems

2016 ◽  
Vol 12 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Sheila Riddell ◽  
Elisabet Weedon ◽  
Eva Hjörne
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Educational Systems ◽  
Social Rights ◽  
Special Issue ◽  
Citizenship Rights ◽  
Multiple Dimensions ◽  
Future Challenges ◽  
Compare And Contrast

This Special Issue examines Swedish and Scottish education through the lens of social justice and citizenship. Each paper has a slightly different take on these central concepts, but all recognise that social justice has multiple dimensions relating to (re)distribution, recognition and participation. The multi-dimensional nature of citizenship is also recognised, encompassing civil, political and social rights. This introductory chapter highlights the central concerns of the papers, which compare and contrast the educational systems of Sweden and Scotland. While the achievements of comprehensive and inclusive education are recognised, future challenges are also noted, in particular, the extent to which education may be used as a means of achieving social justice and supporting citizenship rights at a time when economic inequalities are increasing.

scholarly journals Introduction: Disability Studies in Education—Critical Conversations

2020 ◽  
Vol 9 (5) ◽  
pp. 1-19
Author(s):  
Patty Douglas ◽  
Alan Santinele Martino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Health ◽  
Inclusive Education ◽  
Disability Studies ◽  
Canadian Journal ◽  
Academic Disciplines ◽  
Special Issue ◽  
Childhood Education ◽  
Disability Studies In Education

This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.

Finding Their Voice

2021 ◽  
pp. 533-547
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies

2019 ◽  
Vol 18 (5) ◽  
pp. 628-647
Author(s):  
Juhar Yasin Abamosa ◽  
Line Torbjørnsen Hilt ◽  
Kariane Westrheim
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
Social Inclusion ◽  
Analytical Framework ◽  
Human Potential ◽  
Widening Participation ◽  
Education Policies ◽  
The Social ◽  
Integration Policies

In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees’ participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the country. In this paper, three documents representing Norwegian higher education and integration policies are analysed using an integrated analytical framework constructed from social inclusion and its three main dimensions (access, participation and empowerment) and from a critical discourse analysis. The analysis is conducted to address how social inclusion into higher education is conceptualized, which major discourses underpin the conceptualization and what implications these have for the social inclusion of refugees into higher education in Norway. The article argues that social inclusion is conceptualized from an access dimension signifying the dominance of neoliberal principles in the policy documents. On the contrary, social justice discourses are marginalized and human potential principles are absent from the documents signalling the disempowerment of refugees in relation to higher education. Future policies should incorporate conscious and clear strategies informed by social justice and empowerment principles to ensure the social inclusion of refugees into higher education.

scholarly journals INCLUSIVE EDUCATION AS A PRACTICAL CONCEPT OF SOCIAL JUSTICE

2021 ◽  
pp. 48-52
Author(s):  
L. ZADOROZHNA-KNIAHNYTSKA ◽  
O. TSYBULKO ◽  
M. NETREBA
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Local Level ◽  
Educational Institution ◽  
People With Disabilities ◽  
Holistic Approach ◽  
Educational Needs ◽  
Theory And Practice ◽  
Significant Shift ◽  
Special Educational Needs

The article analyzes the idea of inclusive education as a practical component of social justice. The development of inclusive education involves a change in the educational paradigm. Inclusion is based on the principle of access to education for all students in difficult life situations, not just for people with disabilities. Inclusive education is a transition from the theory of postulates, rules, models that apply exclusively to people with disabilities, to an education system that includes children with special educational needs. This is a significant shift in education towards a comprehensive, holistic approach based on the interests of the child (student).Such an approach requires the creation and implementation of the concept of social justice and overcoming discrimination in its various forms, developing a strategy for training and retraining of teachers and administrative staff, opening centralized resource centers and socially oriented programs, involving parents as actors, developing multidisciplinary cooperation and interaction all stakeholders at the local level, governance at the level of the educational institution, education planning for all, global partnership, addressing early intervention.The importance of inclusive education is unquestionable, and it applies to both normally developing children and children with special needs. The first to be included in the learning process are convinced that there are other children, not like themselves, but who need to be treated as themselves and accept these children as they are; others, i.e. abnormal children, when accepted, involuntarily become more socialized and integrated into society. However, the real results of integration (in the form of tolerant interaction and acceptance of others as they are) are slow, and provide sufficient progress in the readiness of parents of children with normal mental development to allow their children to learn with children in need.The tendency to constructively rethink the experience gained in Ukraine is largely related to overcoming the negativist approach to the world experience of raising children with special educational needs, which we have recently cultivated. Because finding a balance of these approaches in theory and practice will help identify acceptable ways to implement inclusive education in our country.

scholarly journals The Rehabilitation Potential of the Professional Education of People with Disabilities

2021 ◽  
Author(s):  
A.M. Burkova ◽  
E.S Yagudina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Student Development ◽  
Professional Education ◽  
People With Disabilities ◽  
International Classification Of Functioning ◽  
Special Educational Needs ◽  
Disabled People ◽  
Rehabilitation Potential ◽  
Pedagogical Research

The authors analyze the results of socio-pedagogical research, which is based on the International Classification of Functioning implemented in the process of blended learning of students, bachelors with disabilities and a special medical group of the Tyumen State University. There is the domination of people with disease musculoskeletal system and the cardiovascular system among test subjects. However, 73.0% of students think that they are “practically healthy” and have no special educational needs. There is the revelation of the absence of serious complications in the state of health during an academic year; the possibility of a conscious independent choice of the individually oriented educational trajectory of student development, the understanding attitude of teachers to skipping classes for health reasons in people with disabilities. The results of the research demonstrate a synergistic effect of the inclusive education of disabled people and students with disabilities, high rehabilitation potential of the educational environment of the university. Keywords: physical education, students, disabilities, disabled people, rehabilitation

scholarly journals Relevant Questions of Provision of Voluntary Assistance for Disabled People and People with Reduced Capabilities Studying Branches of Jurisprudence in Higher Educational Institutions

2021 ◽  
pp. 7-23
Author(s):  
Kseniia Dmitrievna Gordeeva ◽  
Aleksandr Vasilevich Nikolaev
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Institutions ◽  
Disabled People ◽  
Higher Educational Institutions ◽  
Effective Functioning ◽  
Higher Educational

The article is devoted to the issues of student volunteering in the field of education for people with disabilities and the analysis of the regulatory, methodological and technical conditions for the effective functioning of inclusive education in higher educational institutions in the field of jurisprudence disciplines. The factors for creating conditions for a comfortable psychological stay of students with disabilities are determined. There are also assessments of inclusive volunteer activities by public and political figures.

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