Caught in the net: a Foucaultian interrogation of the incidental effects of limited notions of inclusion
Graham, Linda J. (2006) Caught in the net: a Foucaultian interrogation of the incidental effects of limited notions of inclusion. International Journal of Inclusive Education, 10(1), pp. 3-25.
This is the latest version of this eprint.
|PDF (116kB) |
The Department of Education in the Australian state of Queensland promotes inclusiveness and states a commitment to all students achieving to their full potential (Inclusive Learning, 2004, p. 17). Paradoxically, comprehensive review of Queensland Government education department policy indicates the vision of inclusive education is subordinate to the problematic of ‘inclusion as calculus’ (Ware, 2002, p.149). Arguably the implications of conceptualising inclusive education via such limited notions of inclusion needs consideration. The question posed in this paper asks what effects the practices involved might have upon those children whose difference remains outside institutionally ‘recognised’ forms of Otherness(1). Interestingly the psychiatric category at the foci of this discussion, Attention Deficit Hyperactivity Disorder, is not deemed eligible for educational support in Queensland. Such avoidance through the non-recognition of ADHD is remarkable given that diagnosis of ADHD and/or disruptive behaviour disorder is increasing across all states in Australia at an exponential rate (Davis et al., 2001; OECD, 2003; Prosser et al., 2002; Swan, 2000). So too is the prescription rate for stimulant medication (Mackey & Kopras, 2001). It appears then that any role schooling plays in the psycho-pathologisation of children (Panksepp, 1998; Thomas & Glenny, 2000) is implicit in nature since there is no formal identification process responsible for locating ADHD/behaviour disorder in Queensland schools. Utilising a conceptual framework derived from the work of Foucault, this paper engages with this problematic to question what processes and practices might inform the construction of ‘disorderly’ schooling identities and further, may legitimise the differential treatment of such children within the Queensland context.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal’s website (see link) or contact the author. Author contact details: firstname.lastname@example.org.|
|Keywords:||education policy, inclusive education, inclusion, disability, learning disability, ADHD, disruptive behaviour disorder, behaviour management, Foucault, discourse analysis, Attention Deficit Hyperactivity Disorder|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 Taylor & Francis|
|Deposited On:||16 Dec 2005|
|Last Modified:||01 Sep 2010 22:38|
Available Versions of this Item
- The Incidental "Other": A Foucaultian interrogation of educational policy effects. (deposited 15 Dec 2005)
- Caught in the net: a Foucaultian interrogation of the incidental effects of limited notions of inclusion. (deposited 16 Dec 2005)[Currently Displayed]
Repository Staff Only: item control page