Abstract

As the effects of high-stakes accountability mandates increasingly impact curricular enactments in schools, careful investigations of the “how” of inclusion may allow the disclosure of its complexity to stretch the ways in which it is currently theorized. Drawing on my prior research, I have extracted three canonical elements of schooling that have remained largely unexamined within curricular theorizing for social justice, namely: the durability of place and time in the discourse of schooling and inclusion; the centrality of learning need within conceptions of inclusion; and, the necessity for agents of change to promote inclusion. Deploying an intertwined theoretical framework that includes critical disability studies, spatial theory, and writings of US Third World feminists, I argue that these elements collectively compel a (re)consideration of capacity within the construct of inclusion that can then evoke alternate imaginings of inclusive practice.

摘要

随着高风险责任制的影响越来越多地影响学校的课程制定，对包容的“方式”进行仔细的调查可能会揭示包容性的复杂性，从而扩展当前的理论方法。借鉴我以前的研究，我已经提取的仍然课程的理论中主要是未经审查的社会正义，即学校教育三个典型元素：耐久性地点和时间在学校教育和包容性的话语; 在包容性概念中学习需求的中心性；并且，变革推动者的必要性促进包容。我提出了一个相互交织的理论框架，其中包括严重残疾研究，空间理论和美国第三世界女权主义者的著作，我认为这些要素共同促使人们对包容性结构进行（重新）思考，然后唤起人们对包容性实践的另一种想象。 。