Is a Sociology of Special and Inclusive Education Possible?

Autor/in	Tomlinson, Sally
Titel	Is a Sociology of Special and Inclusive Education Possible?
Quelle	In: Educational Review, 67 (2015) 3, S.273-281 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2015.1021764
Schlagwörter	Inclusion; Special Education; Educational Sociology; Equal Education; Human Capital; Definitions; Low Achievement; Comparative Education; Educational Practices; Educational Development; Trend Analysis; Ideology; Futures (of Society); Educational Change; Foreign Countries; Finland; Germany; Malta; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungssoziologie; Erziehungssoziologie; Humankapital; Begriffsbestimmung; Unterdurchschnittliche Leistung; Vergleichende Erziehungswissenschaft; Bildungspraxis; Bildungsentwicklung; Trendanalyse; Ideologie; Future; Society; Zukunft; Bildungsreform; Ausland; Finnland; Deutschland; USA
Abstract	This article discusses the expansion of education systems that now, following international declarations, are expected to offer an "Education for All" to children, young people and adults. Since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social relationships and conflicts are involved in this expansion of a sub-system that underpins mass education. The article uses recent research asking school and college heads, teachers and administrators, how they defined and treated the young people and what future they envisaged for them, given that an ideology of human capital dominates government thinking and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01