Download full text
Download full text
ERIC Number: EJ1062332
Record Type: Journal
Publication Date: 2015-Mar-23
Abstractor: As Provided
Reference Count: 95
ISSN: EISSN-1068 2341
No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.
Waitoller, Federico R.; Kozleski, Elizabeth B.
Education Policy Analysis Archives, v23 n37 Mar 2015
This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers' classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation.
Descriptors: Inclusion, Mainstreaming, Educational Change, Educational Improvement, Urban Schools, Discourse Analysis, Documentation, Content Analysis, Interviews, Observation, Video Technology, School Personnel, Neoliberalism, Disabilities, Special Education, Communities of Practice, Educational Technology, Educational Quality, Elementary Schools, Verbal Communication, Language Usage, Student Characteristics, Teacher Characteristics, Teacher Attitudes
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)