TY - JOUR
T1 - An illusory interiority
T2 - Interrogating the discourse/s of inclusion
AU - Graham, Linda J.
AU - Slee, Roger
PY - 2008
Y1 - 2008
N2 - It is generally accepted that the notion of inclusion derived or evolved from the practices of mainstreaming or integrating students with disabilities into regular schools. Halting the practice of segregating children with disabilities was a progressive social movement. The value of this achievement is not in dispute. However, our charter as scholars and cultural vigilantes (Slee & Allan, 2001) is to always look for how we can improve things; to avoid stasis and complacency we must continue to ask, how can we do it better? Thus, we must ask ourselves uncomfortable questions and develop a critical perspective that Foucault characterised as an 'ethic of discomfort' (Rabinow & Rose, 2003, p. xxvi) by following the Nietzschean principle where one acts 'counter to our time and thereby on our time ... for the benefit of a time to come' (Nietzsche, 1874, p. 60 in Rabinow & Rose, 2003, p. xxvi). This paper begins with a fundamental question for those participating in inclusive education research and scholarship - when we talk of including, into what do we seek to include?.
AB - It is generally accepted that the notion of inclusion derived or evolved from the practices of mainstreaming or integrating students with disabilities into regular schools. Halting the practice of segregating children with disabilities was a progressive social movement. The value of this achievement is not in dispute. However, our charter as scholars and cultural vigilantes (Slee & Allan, 2001) is to always look for how we can improve things; to avoid stasis and complacency we must continue to ask, how can we do it better? Thus, we must ask ourselves uncomfortable questions and develop a critical perspective that Foucault characterised as an 'ethic of discomfort' (Rabinow & Rose, 2003, p. xxvi) by following the Nietzschean principle where one acts 'counter to our time and thereby on our time ... for the benefit of a time to come' (Nietzsche, 1874, p. 60 in Rabinow & Rose, 2003, p. xxvi). This paper begins with a fundamental question for those participating in inclusive education research and scholarship - when we talk of including, into what do we seek to include?.
KW - Inclusive education
KW - Interiority/exteriority
KW - Poststructuralism
UR - http://www.scopus.com/inward/record.url?scp=65349083268&partnerID=8YFLogxK
U2 - 10.1111/j.1469-5812.2007.00331.x
DO - 10.1111/j.1469-5812.2007.00331.x
M3 - Article
AN - SCOPUS:65349083268
SN - 0013-1857
VL - 40
SP - 277
EP - 293
JO - Educational Philosophy and Theory
JF - Educational Philosophy and Theory
IS - 2
ER -