Rupturing Concepts of Disability and Inclusion

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A Transformatory Ethic of Inclusion
STUDIES IN INCLUSIVE EDUCATION Volume 1 Series Editor Roger Slee, Institute of Education, University of London, UK Editorial Board Mel Ainscow, University of Manchester, UK. Felicity Armstrong, Institute of Education - University of London, UK . Len Barton, Institute of Education - University of London, UK. Suzanne Carrington, Queensland University of Technology, Australia. Joanne Deppeler, Monash University, Australia. Linda Graham, University of Sydney, Australia. Levan Lim, National Institute of Education, Singapore. Missy Morton, University of Canterbury, New Zealand. Scope This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children. Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.
Page 4 and 5: A Transformatory Ethic of Inclusion
Page 6: DEDICATIONS This book is dedicated
Page 9 and 10: TABLE OF CONTENTS viii 3.3.1 A Soci
Page 11 and 12: TABLE OF CONTENTS x 6.4.1 A Context
Page 14 and 15: FOREWORD Over the past decade socia
Page 16 and 17: ACKNOWLEDGEMENTS I came to this tas
Page 18 and 19: She cries. Her blue eyes squint. He
Page 20 and 21: THE QUILTER’S JOURNAL The hospita
Page 22 and 23: THE QUILTER’S JOURNAL Relational
Page 24 and 25: THE QUILTER’S JOURNAL offspring o
Page 26 and 27: THE QUILTER’S JOURNAL the bed in
Page 28 and 29: THE QUILTER’S JOURNAL stated how
Page 30 and 31: PART ONE: OPENING THE ‘SCRAPBAG
Page 32 and 33: INTRODUCTION Considering ‘inclusi
Page 34 and 35: INTRODUCTION It is no longer enough
Page 36 and 37: INTRODUCTION habitat. Dwelling is b
Page 38 and 39: INTRODUCTION their site of origin o
Page 40 and 41: INTRODUCTION - To consider and conc
Page 42 and 43: CHAPTER 2 CONCEIVING A QUILT: CREAT
Page 44 and 45: CONCEIVING A QUILT: CREATING A METH
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CONCEIVING A QUILT: CREATING A METH
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2.5.4 Constructing A ‘Research Qu
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PART TWO: CONFIGURING THE WEAVE OF
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