Inclusive schooling : representation and textual practice

Moss, Julianne 2002, Inclusive schooling : representation and textual practice, International journal of inclusive education, vol. 6, no. 3, pp. 231-249, doi: 10.1080/13603110110091599.

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Title Inclusive schooling : representation and textual practice
Author(s) Moss, JulianneORCID iD for Moss, Julianne
Journal name International journal of inclusive education
Volume number 6
Issue number 3
Start page 231
End page 249
Publisher Routledge
Place of publication Abingdon, England
Publication date 2002
ISSN 1360-3116
Summary This paper reports on a larger study carried out in the island state of Tasmania, Australia, between 1996 and 1998. The research reviewed the impact of the Inclusion of Students with Disabilities Policy (ISDP) within the government school system. The qualitative study describes the interpretations of five key informants: a parent; two teachers—a support teacher and a class teacher—a policy-maker and a university academic, during the early period of the implementation of the ISDP. The visual and literary ‘data stories’ of the research are woven together to narrate inclusive schooling in the Tasmanian context as a ‘detective story’ of the special education knowledge tradition. Drawing from poststructuralist methodology and narrative theory the multi-voiced text is a deliberate attempt to enter into conversations with the reader rather than tell the story. Researching inclusive schooling policy through representation and textual practice, I question dominant research practices in the special education field and populist slogans of ‘inclusion’.
Language eng
DOI 10.1080/13603110110091599
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2002, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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