For a critical reading of educational policies and practices
Trim size in cm: 17x24
Publication date: 01/05/2018
“Disability Studies and Inclusion” is a collective volume that, from transdisciplinary and dialectical points of view (while still included in a common ideal horizon), gives voice to the debate surrounding disabilities that is developing not only in the academic and research field, but also in the social, cultural, and biopolitical one. Considering Disability Studies and Critical Disability Studies, which are oriented towards making a point of topics and discussions that are too often taken for granted, the authors critically discuss the assumptions and paradigms that generate interpretations of disability, deficit, normality, pathology, abilities, as well as the social and educational policies and practices that follow.
In the first part, the authors analyze the relationships between inclusion on the one hand, and ableism, racism and representation of power on the other. In the second part, they deconstruct the language through which social devices are ordered and practiced, tending to conform all that diverges. In the third part, they focus on school inclusion in particular, describing which effective practices can be implemented and which, on the contrary, produce discrimination and marginalization.
Introducion (F. Bocci)
FIRST PART Inclusive times in regard to ableism, racism and power
CH. 1 DisCrit: the intersectional approach in inclusive education (Beth A. Ferri)
CH. 2 Disability and power: assumptions, implications, strategies (Flavia Monceri)
CH. 3 The need for imagination: disability policies in the era of TrumpBrexit (Tanya Titchkosky e Dan Goodley)
SECOND PART Inclusive education in regard to representations, discourses and cultures
CH. 4 Disability practices in educational contexts: representations and coordinates of scholastic discourse (Giuseppe Vadalà)
CH. 5 Janmari as an educator: Fernand Deligny, education and autism (Enrico Valtellina)
CH. 6 Which type of inclusive education? Understanding the "special-needsation" of unaccompanied minors seeking asylum in Italy through the DisCrit perspective (Valentina Migliarini)
THIRD PART Where is the scholastic inclusion?
CH. 7 Formulate and implement inclusive school policies and practices: reflections according to the perspective of Disability Studies (Simona D’Alessio)
CH. 8 The inclusive teacher and teacher training: an open question in the perspective of Disability Studies (Fabio Bocci)
CH. 9 Educational inclusion and today’s challenges: rights in (Angelo D. Marra)
CH. 10 Getting away from inclusion? Scholastic inclusion in regard to creating problems, ambiguity and normalization (R. Medeghini)