Moving to Inclusion: A Socio-Cultural Analysis of Practice

Autor/in	Grenier, Michelle
Titel	Moving to Inclusion: A Socio-Cultural Analysis of Practice
Quelle	In: International Journal of Inclusive Education, 14 (2010) 4, S.387-400 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Early Childhood Education; Integrity; Models; Inclusive Schools; Constructivism (Learning); Disabilities; Social Development; Theories; Grade 3; Physical Education; Teaching Methods; Learning Processes; Grade 8; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Integrität; Analogiemodell; Inclusive school; Integrative Schule; Handicap; Behinderung; Soziale Entwicklung; Theory; Theorie; School year 03; 3. Schuljahr; Schuljahr 03; Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, "Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?" Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rather than an adherence to limitation. In this paper, I will argue that disability is a way of seeing the world via the social and cultural constructions that prioritise values and bias actions. My intent is that it furthers the on-going inclusion debate, which at times has polarised positions into the non-inclusion/inclusion camps. A social constructionist lens will be used to examine the underlying assumptions, beliefs, and resultant practices that describe how educators and students negotiate inclusive practices. As a complimentary focus, the medical and social models will highlight the discourses that inform teaching and learning. Finally, a social-relational model will be introduced as an alternative for conceptualising inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10