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| Autor/in | Dadvand, Babak |
|---|---|
| Titel | Performative Pedagogies of Care and the Emerging Geographies of School Exclusion for Students with Disability |
| Quelle | In: International Journal of Inclusive Education, 26 (2022) 13, S.1243-1257 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Dadvand, Babak) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2020.1791981 |
| Schlagwörter | Academic Achievement; Outcomes of Education; Inclusion; Students with Disabilities; Autism Spectrum Disorders; Foreign Countries; Mainstreaming; Secondary School Students; Attitudes toward Disabilities; Bias; Sense of Community; Student Attitudes; Teaching Methods; Caring; Australia |
| Abstract | In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne, Australia, I maintain that performative care makes certain groups of students 'intelligible' by responding to their needs while rendering others as unrecognisable care subjects in schools. The cognitive ableist bias underpinning performative care provides students with academic abilities with the necessary permissions to develop a sense of belonging to the mainstream school while creating boundaries of exclusion against those who do not embody the qualities of performative student subjects. I maintain that an approach to care as a public good and a relational ethics can help create more inclusive social geographies within mainstream schools for students with disability. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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