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Rethinking Inclusive Education: The Philosophers of Difference in Practice

  • Book
  • © 2008
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Overview

Authors:
  1. Julie Allan

    1. University of Stirling, UK

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  • Philosophy is put to work on inclusion
  • Offers new challenges for teacher educators, researchers, student teachers and practising teachers to invent new ways of tackling the ‘problem’ of inclusion
  • Offers a new kind of inclusion that is political

Part of the book series: Inclusive Education: Cross Cultural Perspectives (INED, volume 5)

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Table of contents (11 chapters)

  1. Front Matter

    Pages I-5
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  2. The State of Inclusion

    1. Front Matter

      Pages 7-7
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    2. Territories of Failure

      • Julie Allan
      Pages 9-23
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    3. The Repetition of Exclusion in Policy and Legislation

      • Julie Allan
      Pages 25-41
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    4. Excluding Research

      • Julie Allan
      Pages 43-52
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  3. Putting the Philosophers to Work on Inclusion

    1. Front Matter

      Pages 53-53
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    2. Deleuze and Guattari’s Smooth Spaces

      • Julie Allan
      Pages 55-69
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    3. Derrida and the (IM)Possibilities of Justice

      • Julie Allan
      Pages 71-83
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    4. Foucault and the Art of Transgression

      • Julie Allan
      Pages 85-97
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  5. Back Matter

    Pages 165-186
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Keywords

About this book

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.

Authors and Affiliations

  • University of Stirling, UK

    Julie Allan

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