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Showing 1 to 15 of 74 results Save | Export
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Dhingra, Neil; Miller, Joel D. – Philosophical Inquiry in Education, 2021
Historians of student activism have rarely focused on students with disabilities, while educational historians who study students with disabilities have focused on legal reforms, not activism. We present a philosophical argument for an inclusive definition of student activism that can take place within legal and bureaucratic processes in which…
Descriptors: Activism, Students with Disabilities, Inclusion, Parent Child Relationship
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McDonough, Kevin; Taylor, Ashley – Philosophical Inquiry in Education, 2021
This paper criticizes mainstream philosophical justifications for paternalism in children's education, highlighting their exclusion of students labelled with intellectual disability. Most philosophical justifications of paternalism presume "able-mindedness" -- that is, they presume that learners possess the potential to develop…
Descriptors: Labeling (of Persons), Intellectual Disability, Social Bias, Children
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Gibbs, Alexis – Philosophical Inquiry in Education, 2021
What do we mean by the word "education"? How do others know what we mean when the term is under constant revision? Do we even need definitive answers in order to speak meaningfully of it? This paper attempts to explore the potential for education's meaningfulness via attention to its ordinary usages. In order to justify the need to be…
Descriptors: Education, Definitions, Aesthetics, Language Usage
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Rosén, Maria; Arneback, Emma – Philosophical Inquiry in Education, 2021
This essay elaborates on the notion of risk in relation to democratically challenging situations in education. This refers to situations in which liberal democratic values are potentially challenged, such as in teaching about controversial issues and in moments of expressions of hurtful speech, which can create in teachers an ambivalence for how…
Descriptors: Risk, Democratic Values, Controversial Issues (Course Content), Educational Philosophy
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Kearl, Benjamin – Philosophical Inquiry in Education, 2021
This article questions the ways autism knowledge is racially assembled. Of specific interest is how clinical and cultural definitions of autism routinely deny the existence of autistics of colour and regularly instantiate autism as a White condition. Employing a contrapuntal reading of autism knowledge, which foregrounds the life-writings of…
Descriptors: Autism, Pervasive Developmental Disorders, Minority Groups, Racial Bias
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Furman, Cara – Philosophical Inquiry in Education, 2021
This paper takes a philosophically informed approach to what it means to make sense of the world. Specifically, it asks how understanding might be enhanced when we listen to young children who are labelled with disabilities. To address this question, I describe a lesson I taught as a guest teacher in which my understanding of both a rock and an…
Descriptors: Preschool Children, Students with Disabilities, Teacher Educators, Educational Philosophy
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Carlson, Licia – Philosophical Inquiry in Education, 2021
This article explores what it means to include intellectual disability (ID) in philosophical discourse and in the philosophy classroom. Taking Audre Lorde's claim that "the master's tools will never dismantle the master's house" as a starting point, it asks how certain forms of cognitive ableism have excluded ID from the…
Descriptors: Intellectual Disability, Transformative Learning, Philosophy, Social Bias
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Louie, Dustin William; Gereluk, Dianne – Philosophical Inquiry in Education, 2021
A continued gap exists in student achievement between Indigenous and non- Indigenous students in the British Columbia school system. This article analyzes the balance of success and failure of the Accountability Framework, a provincial program designed to increase graduation rates in the province. In order to understand the successes and failures…
Descriptors: High School Students, Disadvantaged, Graduation Rate, Canada Natives
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Yenming, Zhang; Tan, Charlene – Philosophical Inquiry in Education, 2021
In this article, we aim to extend the existing literature on the theory of transformational school leadership through a neo-Daoist lens. Focussing on the writings of the third-century Chinese philosopher Wang Bi, we make three arguments. First, his ideas promote a transformational leader who effects change through ziran (spontaneity or natural…
Descriptors: Transformational Leadership, Educational Philosophy, Leaders, Educational Change
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Banks, Joy; Shockley, Kmt; Wilkerson, Courtney – Philosophical Inquiry in Education, 2021
In this manuscript we chart the intersection of dis/ability and Afro-humanity. We propose that Afro-humanity is a contextual paradigm within African-centred ideology that can be applied to explore the ways in which disability may be perceived differently when applying a specific, cultural philosophical lens. We also explore the process of…
Descriptors: Special Education, Afrocentrism, Students with Disabilities, Educational Philosophy
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Riddle, Christopher A. – Philosophical Inquiry in Education, 2021
This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a…
Descriptors: Educational Opportunities, Students with Disabilities, Intellectual Disability, Academic Ability
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Woodfield, Casey L.; Freedman, Justin E. – Philosophical Inquiry in Education, 2021
In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated…
Descriptors: Barriers, Intellectual Disability, Augmentative and Alternative Communication, Autism
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Evans, Brigid – Philosophical Inquiry in Education, 2021
Integration as a requirement of social justice is generating much enthusiasm in political philosophy. In "The Imperative of Integration" (2010), Elizabeth Anderson defines integration as involving and furthering "the free interaction of citizens from all walks of life in terms of equality and mutual regard" (Anderson, 2010, p.…
Descriptors: Social Justice, Students with Disabilities, Intellectual Disability, Behavior Disorders
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Danforth, Scot – Philosophical Inquiry in Education, 2021
American government educational policy and leading advocacy groups commonly espouse independence as a primary goal for young people with intellectual disabilities. An extensive philosophical literature of autonomy has focused mostly on analyses of cognition that achieve individual self-governance. But the loosely defined concept of independence…
Descriptors: Independent Living, Intellectual Disability, Personal Autonomy, Educational History
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Bialystok, Lauren – Philosophical Inquiry in Education, 2020
John Rawls (1985) famously argued that social justice ought not to concern itself with the metaphysical disputes that separate us as groups and individuals. Identity is supposed to be irrelevant to the deliberations of free and equal citizens. Since the recent turn toward right-wing populism, renewed attention has been devoted to the place of…
Descriptors: Metacognition, Educational Philosophy, Social Justice, Political Attitudes
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