Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Module 4 - Management
Teachers Learning Path
Roger Slee & Julie Allan (2001) Excluding the included: A reconsideration of inclusive education, International Studies in Sociology of Education, 11:2, 173-192, DOI: 10.1080/09620210100200073
https://www.tandfonline.com/doi/pdf/10.1080/09620210100200073?needAccess=true
This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.
Elizabeth J. Done & Helen Knowler (2022) A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda, Educational Review, 74:7, 1322-1341, DOI: 10.1080/00131911.2020.1806785
In this paper, the concepts of fabrication, subjectivation and performativity are mobilized in an analysis of varied exclusionary practices in England’s schools with particular reference to “off-rolling”, defined by the national school inspectorate as the illegal removal of a student from a school roll in order to enhance academic performance data. This narrow definition has gained traction over a relatively short period of time, reflecting growing tension between economic and political rationalities as the former is prioritized and the power relations dictated by performativity intensify. Head teachers are required to negotiate normative demands to include and drivers to exclude according to market performance. “Off-rolling” is being fabricated as an object of knowledge, point of governance and policy technology, producing a taken-for-granted reality (that head teachers in England are circumventing legal school exclusion procedures), and illustrating a feature of performativity, namely, the generation of signifiers that reinforce the disciplines of market, management and performance. Following Foucault, the subjectivation and disciplining of head teachers implies dividing practices and ascription of deviant identities, specifically, that of gamer. However, the policy context of, and since, the 1990s has generated incentives to exclude while a concomitant policy discourse around inclusion has failed to eliminate educational exclusion.
The perspective of Disability Studies and Disability Studies Italy and their impact on schools and adult disability services
https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/1091
This paper provides the theoretical and cultural background of both Disability Studies and Disability Studies
Italy highlighting the outcomes they have on both schools and services for adult disability. The choice of these contexts comes from their centrality as sensitive indicators for inclusion analysis. The considerations will be critically expressed around central themes such as the meaning of disability, the causal aspects that determine it and the influences they have on the practices of schools and services. Finally, the analysis of assumptions at the basis of inclusion will be discussed, orienting the analysis towards contexts and barriers to learning.
Dobusch, L. (2021), The inclusivity of inclusion approaches: A relational perspective on inclusion and exclusion in organizations. Gender Work Organ, 28: 379-396
https://doi.org/10.1111/gwao.12574
Full article: https://onlinelibrary.wiley.com/doi/epdf/10.1111/gwao.12574
Organizational inclusion has become a key concept when dealing with the topic of diversity and inequality in organizations. Its core claim is to be all-embracing and to “leave no one behind.” However, can mainstream as well as critical inclusion approaches live up to this claim? In this article, I revisit two central concepts—belongingness and recognition—of both approaches from a feminist disability lens in general and the interests and needs of autistic people in particular. The analysis shows that mainstream and critical inclusion approaches rely on implicit ableist assumptions, which results in autistic people becoming “the other Other” of the organizational inclusion discourse. Yet, instead of judging the “inclusion project” as failed, the article pleads for the acknowledgement of inclusion as always partial, based on implicit boundary drawing. Such a view makes it possible to discuss the il-/legitimacy of certain boundaries and their inclusionary and exclusionary consequences.
