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Developing understandings of 'inclusion' and 'inclusive schooling'

Bridge, Douglas James,

Academic Literature

2002

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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