Actively seeking inclusion: Pupils with special needs in mainstream schools

Julie Allan has responded to the political challenge of voice in studies in inclusive education. Allan is among the rising number of '...scholars [who] have interrupted the membrane of objectivity across the academy and in their respective disciplines, refusing containment and asking how feminist [disability] politics can and do play, explicitly and subversively, in our lives' (Fine, 1994:14). She moves directly to the ontological heart to interrogate how we frame knowledge about disability and education, and what various forms of knowledge do to both the 'knower' and their subject. 'The power that loiters between' (Fine, 1994:14) the researcher and the research subjects is itself seized within the analytic gaze, rendered problematic and politicized.