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ERIC Number: EJ822007
Record Type: Journal
Publication Date: 2008-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1360-3116
Physical and Social Organization of Space in a Combined Credential Programme: Implications for Inclusion
Young, Kathryn S.
International Journal of Inclusive Education, v12 n5-6 p477-495 Sep 2008
Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten-month qualitative case study includes mapping, observations, and interviews to understand better the physical and social space in a teacher education building. Results indicate not only separation between disability and typicality in the department, but also boundary lines drawn around race, ethnicity, and language in relation to special and general education teacher education. (Contains 1 figure and 12 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom