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The “inclusion” of students with vision impairments: generational perspectives in Australia

Whitburn, Ben 2014, The “inclusion” of students with vision impairments: generational perspectives in Australia, International Journal of Whole Schooling, vol. 10, no. 1, pp. 1-18.

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Title The “inclusion” of students with vision impairments: generational perspectives in Australia
Author(s) Whitburn, Ben
Journal name International Journal of Whole Schooling
Volume number 10
Issue number 1
Start page 1
End page 18
Total pages 18
Publisher Whole Schooling Consortium
Place of publication United States
Publication date 2014
ISSN 1710-2146
Keyword(s) Vision impairment
School placement
School commute
Critical disability studies
Trans-identity research alliance
Post-structural analysis
Summary In this paper I draw upon findings of a recent qualitative project conducted in Queensland, Australia in which all actors – the researcher and 5 participants aged 13-17 years — were linked together by our shared experiences of being students with impaired vision (VI) and who were educated in inclusive secondary schools in Australia during the last two decades. The narrative demonstrates the alienating legacy of two everyday routines of schooling, the placement and the daily commute. In the paper I show how referential knowledge acquisition of a trans-identity research alliance can reveal barriers to inclusion that might be ordinarily overlooked. Theoretically I map the research relationship formed between myself and participants using both Foucault’s analysis of how human beings are made subjects (1982) and Bourdieu’s understanding of reflexive interviewing in qualitative research (1998). The empirical contribution of this paper is to demonstrate how special education discourses render subjects more “special” than the sum of their actual impairments, and methodologically to highlight the role of qualitative inquiry in the field of inclusive schooling.
Language eng
Field of Research 130106 Secondary Education
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Whole Schooling Consortium
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062408

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.