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Beyond special and regular schooling? An inclusive education reform agenda

Slee, Roger (2008) Beyond special and regular schooling? An inclusive education reform agenda. International Studies in Sociology of Education, 18 (2). pp. 99-116. ISSN 0962-0214

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Abstract

Following Edward Said’s (2001) observations on traveling theories this paper considers the origins of inclusive education as a field of education research and policy that is in jeopardy of being undermined by its broadening popularity, institutional adoption and subsequent adaptations. Schools were not an invention for all and subsequently the struggle with demands for broadening participation is more profound than is widely acknowledged. The institutional separation of ‘regular’ and ‘special’ schooling constructs pupils as cases for regular or special treatment and in doing so makes inclusion contingent upon satisfactory diagnosis of student defects and the deployment of resources that are more frequently structured for containment than for the building of school capacity to engage with difference. Tentatively this paper suggests that rather than lapse into established conversations about inclusive schooling as an accord between special and regular schooling, it may be more appropriate to consider ‘irregular schooling’ as more historically appropriate.

Item Type: Article
Additional Information:

Online ISSN: 1747-5066

Uncontrolled Keywords: ResPubID22783. inclusive education, disability studies, social theory, education policy, special educational needs, educational reform, participation, irregular schooling, disabled, SEN students, special needs
Subjects: FOR Classification > 1303 Specialist Studies in Education
Faculty/School/Research Centre/Department > Other
Depositing User: VUIR
Date Deposited: 30 Apr 2012 05:06
Last Modified: 30 Apr 2012 05:06
URI: http://vuir.vu.edu.au/id/eprint/7863
DOI: https://doi.org/10.1080/09620210802351342
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Citations in Scopus: 49 - View on Scopus

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