Abstract
This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.
Original language | English |
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Pages (from-to) | 173-192 |
Number of pages | 20 |
Journal | International Studies in Sociology of Education |
Volume | 11 |
Issue number | 2 |
DOIs | |
Publication status | Published - Jul 2001 |
ASJC Scopus subject areas
- Education
- General Social Sciences