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An illusory interiority: Interrogating the discourse/s of inclusion

Graham, Linda J and Slee, Roger (2008) An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40 (2). pp. 277-293. ISSN 0013-1857

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It is generally accepted that the notion of inclusion derived or evolved from the practices of mainstreaming or integrating students with disabilities into regular schools. Halting the practice of segregating children with disabilities was a progressive social movement. The value of this achievement is not in dispute. However, our charter as scholars and cultural vigilantes (Slee & Allan, 2001) is to always look for how we can improve things; to avoid stasis and complacency we must continue to ask, how can we do it better? Thus, we must ask ourselves uncomfortable questions and develop a critical perspective that Foucault characterised as an ‘ethic of discomfort’ (Rabinow & Rose, 2003, p. xxvi) by following the Nietzschean principle where one acts ‘counter to our time and thereby on our time ... for the benefit of a time to come’ (Nietzsche, 1874, p. 60 in Rabinow & Rose, 2003, p. xxvi). This paper begins with a fundamental question for those participating in inclusive education research and scholarship—when we talk of including, into what do we seek to include?

Item Type: Article
Additional Information:

Online ISSN: 1469-5812

Uncontrolled Keywords: ResPubID22782. inclusive education, interiority, exteriority, poststructuralism, integration in education, disabled children
Subjects: Current > FOR Classification > 1303 Specialist Studies in Education
Current > FOR Classification > 2203 Philosophy
Current > Division/Research > Other
Depositing User: VUIR
Date Deposited: 25 Apr 2012 23:41
Last Modified: 12 Feb 2015 22:35
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Citations in Scopus: 146 - View on Scopus

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