ERIC Number: EJ1105066
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 44
Reconceptualising Inclusion as Participation: Neoliberal Buck-Passing or Strategic By-Passing?
Graham, Linda J.
Discourse: Studies in the Cultural Politics of Education, v37 n4 p563-581 2016
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.
Descriptors: Neoliberalism, Student Evaluation, Inclusion, Foreign Countries, Special Needs Students, Educational Policy, Barriers, Special Education, Disabilities, Accountability, Resource Allocation, Administrator Attitudes, Educational Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia