Abstract
This chapter examines the relative absence of critique in inclusive education research, policy and practice, and in education more generally – and consider the consequences of doing without critique. It responds to Bruno Latour’s (2004, p. 243) urgent call for progress towards “a fair position” and for the development of “new critical tools” to work positively and constructively towards social change. The potential for criticality is explored in relation to disability studies, disability arts and children’s perspectives. Each of these sources is evaluated in terms of their affordance of criticality and for their potential to mobilise political action. They are also considered in relation to the epistemological shifts and altered power relations that are necessary to create an inclusive educational environment.
| Original language | English |
|---|---|
| Title of host publication | Reading Inclusion Divergently |
| Subtitle of host publication | Articulations from Around the World |
| Editors | Bettina Amrhein, Srikala Naraian |
| Publisher | Emerald Publishing Limited |
| Pages | 63-74 |
| Number of pages | 12 |
| ISBN (Electronic) | 9781800713703 |
| ISBN (Print) | 9781800713710 |
| DOIs | |
| Publication status | Published - 12 Dec 2022 |
Publication series
| Name | International Perspectives on Inclusive Education |
|---|---|
| Volume | 19 |
| ISSN (Print) | 1479-3636 |
Bibliographical note
Publisher Copyright:© 2023 by Emerald Publishing Limited.
Keywords
- children’s perspectives
- Critical tools
- disability arts
- disability studies
- inclusive
- researching inclusive education
ASJC Scopus subject areas
- Education
