ERIC Number: EJ1104996
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Inclusive Education Complexly Defined for Teacher Preparation: The Significance and Uses of "Error"
International Journal of Inclusive Education, v20 n9 p946-961 2016
Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, I investigate this phenomenon not by associating it with regional cultural and socioeconomic resource limitations, but by reconsidering the assumptions within inclusive education scholarship itself. Drawing on the theory of disability as complex embodiment [Siebers, T. (2008). "Disability Theory". Ann Arbor: University of Michigan Press], I examine the sufficiency of the social model of disability as a foundational basis for teacher preparation for inclusive education in any sociocultural context. I argue for a post-positivist realist theorising of teacher preparation for inclusive education that, through an understanding of error, can imbrication the diversity of historically specific material contexts around the world. To illustrate the affordances of this theory, I examine two dilemmas in a Southern and Northern context, respectively, and generate implications that have transnational significance for inclusive education.
Descriptors: Inclusion, Teacher Education, Error Patterns, Scholarship, Disabilities, Social Theories, Models, Sociocultural Patterns, Educational Theories, Affordances, Comparative Education, Foreign Countries, Public Schools, Program Implementation, Educational Policy, Policy Formation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: India; United States
Grant or Contract Numbers: N/A