Graham, Linda J. & Slee, Roger (2006) Inclusion? In Disability Studies in Education Special Interest Group, American Educational Research Association (AERA) 2006 Annual Conference, April 6-11 2006, San Francisco.
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 Nietzscheian 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?
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|Item Type:||Conference Paper|
|Additional Information:||Please contact the corresponding author for citation details. Paper is in press with Educational Philosophy and Theory.|
|Keywords:||inclusion/exclusion, discourses of "inclusion", Foucault, Derrida, differance, centre/margin|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 (please consult author)|
|Deposited On:||06 Apr 2006|
|Last Modified:||01 Dec 2011 12:37|
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