NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ969605
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1360-3116
"Integrazione Scolastica" and the Development of Inclusion in Italy: Does Space Matter?
D'Alessio, Simona
International Journal of Inclusive Education, v16 n5-6 p519-534 2012
This article interrogates the mechanisms of spatialisation (Imrie, 1996; Armstrong, 2003) and rationalisation (Foucault, 1977; Foucault, 1980; Foucault, 1982) as applied to disabled students within the Italian policy of "integrazione scolastica" (school integration). It is argued that a spatial reading of an integration policy in mainstream schools may require a type of analysis distinct from the one used for a spatial reading of a policy of special schooling in segregated settings. This is because within mainstream settings, spatialising processes and rationalisation procedures are of a different type, and segregation practices are often invisible or less detectable. This argument is substantiated through an unconventional reading of "integrazione scolastica" that seeks to go beyond a traditional debate that opposes integration to segregation practices and that investigates the theoretical premises in which the Italian policy is embedded. Evidence of how the use of space and place in schools may contribute to the reproduction of forms of micro-exclusion is provided with examples drawn from the findings of two research projects conducted in lower secondary schools in Italy. (Contains 3 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 - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy