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Unpretentious education: a Foucaultian study of inclusive education in Malta
Disability & Society ( IF 2.478 ) Pub Date : 2021-01-27 , DOI: 10.1080/09687599.2021.1874877
Georgette Bajada 1 , Anne-Marie Callus 1 , Kurt Borg 2
Affiliation  

Abstract

This article adopts a theoretical perspective inspired from the work of Michel Foucault to explore the experience of disabled students in Malta. In particular, it studies the discourses and educational practices of five students and their educators. The research explores the idea that students’ voices should be imperative in their Individualised Educational Plan (IEP). The article argues that, although inclusive education is presented as a more progressive and emancipatory model, it is still ridden with similar problems associated with the older paradigm of 'special education needs'. Disabled students remain individualised, labelled, categorised, treated with special consideration and held personally accountable for their unsuccessful integration in the mainstream educational system. Consequently, the article proposes the idea that genuine inclusive education entails the notion of unpretentious education, that is, the necessity that educators silence their dominant voices; brush aside the hegemonic effects of culturally defined and socially constructed discourses and practices; call out and avoid normalising ways of distinguishing between students; and appreciate the magnitude of the voice of disabled students.

  • Points of interest
  • The article explores the experience of disabled students in Malta.

  • Inclusive education is still associated with special education needs.

  • Education is truly inclusive when educators do not assume that they know everything about disability.

  • We should listen to disabled students’ voices and rethink the way we talk about inclusive education, the way we practise it, and the way we think about disabled students.

  • It is hoped that, then, disabled students will feel that they truly belong in schools, where difference is truly accepted.

  • It is then that each disabled student can exclaim, ‘being different is okay!’



中文翻译:

朴实的教育:马耳他全纳教育的福柯式研究

摘要

本文采用受米歇尔·福柯著作启发的理论视角,探讨马耳他残疾学生的经历。特别是,它研究了五名学生及其教育者的话语和教育实践。该研究探讨了学生的声音在他们的个性化教育计划(IEP)中应该是必不可少的想法。文章认为,尽管全纳教育被呈现为一种更加进步和解放的模式,但它仍然存在与旧的“特殊教育需求”范式相关的类似问题。残疾学生仍然是个体化的、贴上标签的、分类的、受到特殊考虑的对待,并对他们未能成功融入主流教育系统承担个人责任。最后,这篇文章提出了这样一种观点,即真正的全纳教育需要朴实无华的教育概念,即教育者必须压制他们的主导声音;撇开文化定义和社会建构的话语和实践的霸权影响;呼吁并避免规范区分学生的方式;并欣赏残疾学生声音的重要性。

  • 兴趣点
  • 这篇文章探讨了马耳他残疾学生的经历。

  • 全纳教育仍然与特殊教育需求相关。

  • 当教育者不认为他们对残疾一无所知时,教育才是真正的包容性。

  • 我们应该倾听残疾学生的声音,重新思考我们谈论全纳教育的方式,我们实践它的方式,以及我们对残疾学生的看法。

  • 希望到那时,残疾学生会觉得他们真正属于学校,真正接受差异。

  • 到那时,每个残疾学生都可以惊呼:“与众不同是可以的!”

更新日期:2021-01-27
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