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ERIC Number: EJ858958
Record Type: Journal
Publication Date: 2009-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0968-7599
Social Representations of Inclusion and Stratification: Ethnographic Research within Two Israeli Elementary Schools
Tuval, Smadar; Orr, Emda
Disability & Society, v24 n4 p503-516 Jun 2009
Based on "Social representations theory", this ethnographic research examines the processes by which two Israeli elementary schools represented some children, but not others, as "weak" students and in need of remedial teaching. This approach differs from most current research regarding children with disabilities, which mainly deals with the opposite process of how to include, as equal school partners, those who have already been represented as in need of some kind of special education. Our findings show that school life is founded on a representational dichotomy: while inclusion is the declared school ideology, daily discourse and school activity mainly serve stratification. This dichotomy is tolerated partly because the meaning of this activity is incorporated within school routine and ignored and partly because it is represented as a response to a supposedly self-evident reality of the unequal intellectual potential of students.
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel