Reconceptualising Inclusion as Participation: Neoliberal Buck-Passing or Strategic By-Passing?

Autor/in	Graham, Linda J.
Titel	Reconceptualising Inclusion as Participation: Neoliberal Buck-Passing or Strategic By-Passing?
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 4, S.563-581 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1073021
Schlagwörter	Neoliberalism; Student Evaluation; Inclusion; Foreign Countries; Special Needs Students; Educational Policy; Barriers; Special Education; Disabilities; Accountability; Resource Allocation; Administrator Attitudes; Educational Strategies; Australia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Schulnote; Studentische Bewertung; Inklusion; Ausland; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Verantwortung; Ressourcenallokation; Lehrstrategie; Australien
Abstract	This paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant narratives indicate deep structural barriers to inclusion that are perpetuated by the discourses and practices of regular and special education. Despite policies that speak of "working together" for "every student" and "every school", students who experience difficulty in schools and with learning often remain peripheral to the main game, even though their number is said to be increasing. There is, however, some positive progress being made. Findings suggest that key policy figures within the NSW DEC are keenly aware of the barriers and have adopted alternative strategies to drive inclusion via a new discourse of "participation" which is underpinned by the linking of student assessment and the resourcing of schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01