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ERIC Number: EJ969611
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1360-3116
Spaces and Places for Disrupting Thinking about Inclusive Education in "Hard Times"
Winter, Christine
International Journal of Inclusive Education, v16 n5-6 p551-565 2012
This paper sets out to read closely the National Curriculum Statutory Inclusion Statement in England (2007) alongside "Hard Times" to see if Dickens offers any insights into ethical responsibility and conceptualisations of inclusive education. I begin by presenting some of the meanings and associated problems of the term "inclusive education" held by academics, activists and practitioners in the field before introducing my approach. I argue that evidence of three logocentric discourses, the technical curriculum perspective, ableist normativity and developmentalism can be detected within the language of the Inclusion Statement. I present a historical account of their provenance and links to population improvement discourses in the past before introducing Derrida's ideas about "differance" and deferral. Deconstructive reading of the Inclusion Statement reveals the sorts of technical thinking, hierarchisation, naming, norm-referencing and age-related expectations identified in the logocentric discourses described earlier. The story of "Hard Times" garnishes insights into the idea of inclusion throughout the paper with the main focus on the novel emerging in the final section, when the circus community is likened to the "arrivants"--those unexpected visitors who transgress the established order to create space for new, more responsible thinking about education. (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; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)