An Arendtian perspective on inclusive education: towards a reimagined vocabulary

Inclusive education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which h...

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Bibliographic Details
Published inInternational journal of inclusive education Vol. 20; no. 9; pp. 934 - 945
Main Author Korsgaard, Morten Timmermann
Format Journal Article
LanguageEnglish
Published London Routledge 01.09.2016
Taylor & Francis Ltd
Subjects
Ambiguity (Semantics)
Arendt, Hannah
bearing with strangers
Context Effect
Critical Thinking
Educational Change
Educational Philosophy
Educational Practices
Educational Strategies
enlarged thought
Ethics
Hannah Arendt
Ideology
Inclusive education
Jan Masschelein
philosophy of education
Policy making
suspension
Teachers
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Summary:Inclusive education currently appears to be undergoing a crisis and re-examination. This paper presents a new approach to thinking about inclusiveness in the school context. Many positions within inclusive education seem to take political, social and ethical perspectives as a starting point, which has allowed inclusive movements and initiatives around the world to succumb to neo-liberal policy-making and has neglected the development of an educational vocabulary that is theoretically and conceptually appropriate for confronting teachers' central concerns regarding inclusive practices. The concepts of suspension, bearing with strangers and enlarged thought inspired by Hannah Arendt provide a basis for a re-imagining of inclusive education and for outlining a future school in which inclusiveness is embedded in the very way we think and position ourselves as teachers and pupils.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2015.1130180