Belonging in an age of exclusion

The struggle to achieve a condition of belonging in education by and for children with disabilities exposes the deep structure of social exclusion that is represented in and reproduced by schooling. Seeking inclusive education is undermined by a range of factors including the appropriation of the di...

Full description

Saved in:
Bibliographic Details
Published inInternational journal of inclusive education Vol. 23; no. 9; pp. 909 - 922
Main Author Slee, Roger
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.09.2019
Taylor & Francis LLC
Subjects
Academic achievement
Appropriation
belonging and community
Disability
education policy
Educational Policy
Equal Education
Ethics
Inclusion
Inclusive education
Individualism
Mainstreaming
Moral education
Participation
Policy making
Social exclusion
Social Isolation
Social Justice
social theory
Special Education
special educational needs
Student Diversity
Students with Disabilities
Online AccessGet full text

Cover

More Information
Summary:The struggle to achieve a condition of belonging in education by and for children with disabilities exposes the deep structure of social exclusion that is represented in and reproduced by schooling. Seeking inclusive education is undermined by a range of factors including the appropriation of the discourse inclusion by deeply conservative forces committed to sustaining exclusion and the ethic of competitive individualism that is the engine for education policymaking and school level practices. While inclusive education and the establishment of belonging for the diverse range of students who seek enrolment and successful participation in school is a challenging ambition, it is a first order requirement for sustainable futures.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2019.1602366