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Developing understandings of 'inclusion' and 'inclusive schooling'

Bridge, Douglas James,

Academic Literature


This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'.

This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. This genealogy develops understandings of `inclusion' and `inclusive schooling' Developing Understanding and offers a range of ways in which inclusion and inclusive schooling might be understood.

Publication information

Journal/Publication : Curtin Theses

Location : Australasia

Domain/s: Education

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