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The indelible ink of the special stamp: an insider’s research essay on imprints and erasures

Whitburn, Ben 2014, The indelible ink of the special stamp: an insider’s research essay on imprints and erasures, Disability & Society, vol. 29, no. 4, pp. 624-637, doi: 10.1080/09687599.2013.844097.

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Title The indelible ink of the special stamp: an insider’s research essay on imprints and erasures
Author(s) Whitburn, Ben
Journal name Disability & Society
Volume number 29
Issue number 4
Start page 624
End page 637
Total pages 14
Publisher Routledge
Place of publication Oxford, England
Publication date 2014
ISSN 0968-7599
1360-0508
Keyword(s) inclusive education
critical disability studies
deficit discourse
narrative
normalising judgement
hauntology
Summary The medical profession ascribes otherness to people with disabilities through diagnosis and expertism, which sets in motion discursive powers that oversee their exclusion through schooling and beyond. In this paper, I present a narrative pieced together from personal experiences of ducking and weaving the deficit discourse in ‘inclusive’ education, when seeking employment and in day-to-day family interaction as a person with severely impaired vision. This work builds on previous qualitative research I conducted in Queensland, Australia with a group of young people with impaired vision who attended an inclusive secondary school. I frame this discussion using Foucault’s conception of normalising judgement against the hegemony of normalcy, and consider that inclusion for people with disabilities is reminiscent of a haunting. Through this analysis, I demonstrate how my ideology is formed, and how it in turn shapes a research agenda geared toward seeking greater inclusion for young people with disabilities in schools.
Language eng
DOI 10.1080/09687599.2013.844097
Field of Research 130106 Secondary Education
Socio Economic Objective 930103 Learner Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2013
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062406

Document type: Journal Article
Collection: School of Education
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Created: Mon, 07 Apr 2014, 13:32:29 EST by Kylie Koulkoudinas

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