National and international disability rights legislation: a qualitative account of its enactment in Australia

Whitburn, Ben 2015, National and international disability rights legislation: a qualitative account of its enactment in Australia, International journal of inclusive education, vol. 19, no. 5, pp. 518-529, doi: 10.1080/13603116.2014.954640.

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Title National and international disability rights legislation: a qualitative account of its enactment in Australia
Author(s) Whitburn, BenORCID iD for Whitburn, Ben orcid.org/0000-0003-3137-2803
Journal name International journal of inclusive education
Volume number 19
Issue number 5
Start page 518
End page 529
Total pages 12
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1360-3116
1464-5173
Keyword(s) critical disability studies
policy enactment
collective indifference
linguistic othering
Summary In this paper, a detailed analysis based on the lived experiences of the study participants and the researcher (each with vision impairment) in education, post school and in the pursuit for employment is developed. The policy discourses of disability legislation - both at national and international levels - are explored with particular reference to their enactment in Australia. The analysis focuses on the collective indifference to detached others, which is evident in the linguistic construction of people with disabilities in the United Nations [(2006). Convention of the Rights of Persons with Disabilities. New York: United Nations] and the Australian Standards for Education 2005 [Australian Department of Education, Science and Training. 2006. Disability Standards for Education 2005 Plus Guidance Notes. Accessed March 12, 2012. http://nla.gov.au/nla.arc-7692.]. Together, these elements reflect the neoliberal principles that cast a shadow over the discourses of the disability policies.
Language eng
DOI 10.1080/13603116.2014.954640
Field of Research 130312 Special Education and Disability
Socio Economic Objective 930103 Learner Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30073796

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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