Spaced Out: Policy, Difference and the Challenge of Inclusive Education

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Springer Science & Business Media, 2006 M01 2 - 193 páginas
This is an extremely important book containing a wealth of ideas and insights and raising important questions for discussion and further exploration. In a lucid and cogently argued analysis, the author both challenges dominant ideas and interp- tations and provides some alternative innovatory perspectives. These include, the making and meaning of policy; the varied and complex ways in which inclusion and exclusion can be understood; the nature and function of categorisation, labelling and discursive practices within official discourse and procedures and the position and relationship between space, place and identities in relation to the experience of marginalized people including disabled children and young people. Drawing on concepts and insights from social and cultural geography Armstrong is able to seriously examine and discuss daily activities within institutional and social settings in England and France from several different angles. In sensitive, thoughtful and imaginative ways the micro-politics of social settings and encounters are explored through a process of deconstruction and reconstruction. Subtle, overt and contradictory features of interactions are carefully identified and critically discussed. This covers how meanings, decisions and outcomes of such encounters are developed, challenged and changed. Both in relation to discussions of the history of special education and her cri- cal self-reflections on the research process, the author challenges homogeneous conceptions and sanitized accounts of what, she argues, is an essentially messy process. It is the unevenness, discontinuities and contradictions of social conditions and relations that are depicted in insightful and disturbing ways.
 

Contenido

Researching the Practices and Processes of Policy Making
1
Mobility space and social practice
17
Conclusion
28
Humanitarian Rationality
54
History education and disability in England and France
60
A critique of traditional history
68
Constructing Alternative Histories
74
Dividing Spaces
90
The role of professionals as brokers in processes
150
Integration as exclusion
157
References
171
Index
181
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