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ERIC Number: EJ855703
Record Type: Journal
Publication Date: 2009-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0159-6306
Social Justice, Equality and Inclusion in Scottish Education
Riddell, Sheila
Discourse: Studies in the Cultural Politics of Education, v30 n3 p283-296 Sep 2009
Social justice, equality and inclusion are complex and inter-linked concepts and feature prominently in Scottish social policy rhetoric. This paper begins with an overview of the discourses surrounding these concepts and the ways in which they are used in Scottish education policy, which, in general, is founded on principles of universalism. The need for some degree of redistribution has been recognised for certain children, but less attention has been paid to recognising the identity of marginalised groups. Children with additional support needs are seen as a group requiring extra resources, but decisions on the nature of that support and which groups should be prioritised has been left to professionals, with little input from parents or children. Overall, there has been inadequate additional resourcing to support mainstreaming, which has made little progress despite having become the policy orthodoxy. There is also evidence to suggest that categories such as learning disabilities and social emotional and behavioural difficulties are applied disproportionately to children from socially disadvantaged backgrounds, cementing rather than challenging their marginalisation. Major beneficiaries of inclusion policies, particularly in relation to disabled students in higher education, are students with a diagnosis of dyslexia, who are particularly likely to be male and middle class. The paper concludes by suggesting that children with additional support needs require more, rather than less, redistribution and recognition, but policies need to be couched within a discourse of rights, rather than individual needs. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)