The subjectivities of ‘included’ students with disabilities in schools

Whitburn, Ben 2017, The subjectivities of ‘included’ students with disabilities in schools, Discourse, vol. 38, no. 4, pp. 485-497, doi: 10.1080/01596306.2015.1105787.

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Title The subjectivities of ‘included’ students with disabilities in schools
Author(s) Whitburn, BenORCID iD for Whitburn, Ben
Journal name Discourse
Volume number 38
Issue number 4
Start page 485
End page 497
Total pages 13
Publisher Taylor and Francis
Place of publication Abingdon, Eng.
Publication date 2017
ISSN 0159-6306
Keyword(s) inclusive schooling
Summary The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inclusive schooling and the posthumanist position of disability: an epistemic fissure that impedes inclusive development. Through analysis of the voices of students with disabilities from two different schooling contexts in Australia and Spain, I demonstrate how fragmented virtues of normalcy suffused their subjectivities. I conclude the paper with a discussion of the roles that DisHuman disability studies might play in recasting inclusive schooling by troubling normative discourse.
Language eng
DOI 10.1080/01596306.2015.1105787
Field of Research 130106 Secondary Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor and Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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