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ERIC Number: EJ1231455
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0362-6784
EISSN: N/A
Precarious, Debilitated and Ordinary: Rethinking (In)Capacity for Inclusion
Naraian, Srikala
Curriculum Inquiry, v49 n4 p464-484 2019
As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the "how" of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on my prior research, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular theorizing for social justice, namely: the durability of "place" and "time" in the discourse of schooling and inclusion; the centrality of "learning need" within conceptions of inclusion; and, the necessity for "agents of change" to promote inclusion. Deploying an intertwined theoretical framework that includes critical disability studies, spatial theory, and writings of US Third World feminists, I argue that these elements collectively compel a (re)consideration of capacity within the construct of inclusion that can then evoke alternate imaginings of inclusive practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A