Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing?
This paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 37; no. 4; pp. 563 - 582 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=116395702&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 116395702 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2016 vid: 37 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116395702 10.1080/01596306.2015.1073021 ppf: 563 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing? aug: au: Graham, Linda J. affil: School of Cultural and Professional Learning, Queensland University of Technology, Kelvin Grove, Australia su: Special education Neoliberalism School districts Curriculum Inclusive education Australia sug: subj: Australia Special education Neoliberalism School districts Curriculum Inclusive education keyword: curriculum education policy My School NAPLAN performance and accountability ab: This paper investigates increases in the identification of special educational needs in the New South Wales (NSW) government school system over the last two decades, which are then discussed with senior public servants working within the NSW Department of Education and Communities (DEC). Participant narratives indicate deep structural barriers to inclusion that are perpetuated by the discourses and practices of regular and special education. Despite policies that speak of ‘working together’ for ‘every student’ and ‘every school’, students who experience difficulty in schools and with learning often remain peripheral to the main game, even though their number is said to be increasing. There is, however, some positive progress being made. Findings suggest that key policy figures within the NSW DEC are keenly aware of the barriers and have adopted alternative strategies to drive inclusion via a new discourse of ‘participation’ which is underpinned by the linking of student assessment and the resourcing of schools. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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