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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
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
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
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
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
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
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