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    Dis(en)abled: legitimating discriminatory practice in the name of inclusion?

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    Authors
    Atkins, Liz cc
    Affiliation
    Northumbria University
    Issue Date
    23/03/2016
    
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    Abstract
    This article explores tensions between the policies and practice of inclusion and the lived experiences of disabled young people in education. Drawing on the narratives of two young men who participated in a small pilot study, it utilises theoretical concepts related to disability, structure and agency, and power and control, as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. Focusing on the young men's experiences of further and higher education, it is argued that inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. I conclude by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    Citation
    Atkins, L., (2016). 'Dis (en) abled: legitimating discriminatory practice in the name of inclusion?'. British Journal of Special Education, 43(1), pp.6-21. DOI: 10.1111/1467-8578.12123
    Publisher
    Wiley
    Journal
    British Journal of Special Education
    URI
    http://hdl.handle.net/10545/623901
    DOI
    10.1111/1467-8578.12123
    Additional Links
    https://onlinelibrary.wiley.com/doi/full/10.1111/1467-8578.12123
    Type
    Article
    Language
    en
    ISSN
    9523383
    EISSN
    14678578
    ae974a485f413a2113503eed53cd6c53
    10.1111/1467-8578.12123
    Scopus Count
    Collections
    Institute of Education Research Collection

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