Synopses & Reviews
The inclusion of disabled children and those with difficult behaviour is increasingly being seen as an impossible challenge and, not surprisingly, concerns are being expressed by teachers unions and researchers about teachers' capacities, and willingness, to manage these demands. With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion. These ideas allow the task of including children to be reframed and offer, not solutions, but different ways of working which involve altering adult-child relationships -subverting, subtracting, and inventing and restructuring teacher education - recognition, rupture and repair. The propositions also include making use of the arts to challenge exclusion and to establish more inclusive practices. This is a must for teacher educators, researchers, student teachers and practising teachers concerned about the future of inclusion. It offers fresh insights and a steer towards possibilities for a more productive, and political, engagement with inclusion.
With Warnock, the so-called 'architect' of inclusion now pronouncing this her 'big mistake' and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference - Deleuze, Foucault and Derrida - and puts them to work on inclusion. The book offers new challenges for those involved with education to invent new ways of tackling the 'problem' of inclusion.
One of the important responsibilities that advocates of inclusion need to continually practise is that of self-criticism. This includes examining and re-examining the assumptions informing our perspectives, the concepts that we use including inclusive education and our intentions, especially in relation to the question of change. We need to beware of the danger of unexamined orthodoxies, the possibilities of ado- ing inclusive language with little, if any, changes in our thinking and practice and a sterile and insensitive position with regard to the pursuit of new or alternative ideas. In this very important book, Allan powerfully reminds us of the necessity and centrality of these concerns and provides a direct, perceptive and thoughtful, exami- tion and critique of the varied barriers to the task of how to make inclusion happen. Allan challenges the reader to step back and re-examine the rationale for inclusion through an alternative mindset. She challenges the varied attacks upon inclusion including those in the education business to stop using economic (it costs too much) and pedagogical (it is bad for the other children in the class and traumatic for the disabled children) and social (just too much for the teacher s workload) reasons for closing the door and doing the right thing, and those who argue that inclusion was an experiment that did not work."
Table of Contents
Part One: The 'state' of inclusion
Chapter 1: The territories of failure
Chapter 2: The repetition of exclusion in policy and legislation
Chapter 3: Excluding research
Part Two: Putting the philosophers to work on inclusion
Chapter 4: Deleuze and Guattari's smooth spaces
Chapter 5: Derrida and the (im)possibilities of justice
Chapter 6: Foucault and the art of transgression
Part Three: Rethinking inclusion?
Chapter 7: Teachers and students: subverting, subtracting, inventing
Chapter 8: Nomadic learning to teach: recognition, rupture and repair
Chapter 9: Performing inclusion: instructive arts experiences
Chapter 10: Inclusive research?
Chapter 11: The politics of inclusion