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ERIC Number: EJ929658
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1468-1366
"Problematising" Inclusion: Education and the Question of Autism
Douglas, Patty
Pedagogy, Culture and Society, v18 n2 p105-121 2010
This paper explores what a governmentality approach can help "open up" about the recent "problematisation" of special education in Ontario. The focus is on a new category of student--gifted/autism--within the Ontario government-initiated special education "transformation". Through an analysis of government resource documents and reports, the author argues that new "mentalities of rule" around educational "inclusion" comprise an emergent form of neo-liberal governmentality in schools, circulating together with discourses of parental "involvement", best practice "and illiberal forms of power" in complex and contradictory ways, and with uneven effects. Further, attention is paid to differential social relations of embodiment in order to begin to identify how a disability studies approach might be brought together with governmentality approaches in generative ways. Implications for further research, which might consider the uneven ways in which teachers, students and families "take up" and resist mentalities of rule, as well as how alterity might inform new ways of thinking and practising inclusion, are discussed. (Contains 1 note.)
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada