|Published online: September 20, 2016||Free Download|
Following Zygmunt Bauman, this article argues that the discursive shift to inclusive schooling is just that: a shift in language. The drive for school performance measurement according to a narrow band of student test results has a reductive effect. Students are seen as the bearers of results. Accordingly, students with disabilities present challenges to risk averse institutions. This article argues that some approaches to inclusive schooling have had perverse effects that further marginalize vulnerable student population groups. There exists a greater drive to calibrate and divide school populations. In effect, while the calls to value diversity and difference ring out, the range of tolerance for difference narrows.
|Keywords:||Disability Studies, Inclusive Schooling, Special Educational Needs, Education Policy, Educational Disadvantage|
The International Journal of Diversity in Education, Volume 16, Issue 3, September 2016, pp.45-58. Article: Print (Spiral Bound). Published online: September 20, 2016 (Article: Electronic (PDF File; 899.325KB)).
Professor of Inclusive Education, School of Education, University of South Australia, Adelaide, South Australia, Australia