Franziska Felder
Biographic Data
| ID | 6466974 |
|---|---|
| NAME | Franziska Felder |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Felder |
| SIGNATURE | FELDER F |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0002-2964-9327 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Bridging the gap between knowledge and justice: Epistemic challenges in participatory disability research
This article examines participatory disability research through the lens of epistemic justice, drawing (among others) on Miranda Fricker’s concepts of testimonial and hermeneutic injustice. It highlights how participatory approaches empower marginalised groups, particularly people with disabilities, to overcome exclusion from knowledge production. The article emphasises the challenges of achieving epistemic justice, especially for individuals wit…
Participatory research in education: Epistemological, methodological and ethical challenges
This special issue of Theory and Research in Education examines participatory research as a political and methodological project that raises fundamental epistemological questions about knowledge, legitimacy, and authority in educational inquiry. Seeking to democratize knowledge production, participatory research engages those historically excluded—such as children and disabled people—as co-researchers and challenges hierarchical structures of exp…
Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools
In this article, I critically examine the concept of ableism within educational contexts, highlighting its normative dimensions and implications for learning in schools. Drawing on neo‐institutionalist theories of education, I explore how normative expectations around ability shape educational practices and contribute to the marginalization of students with disabilities. I argue that ableism is not merely a matter of individual prejudice but is e…
Creating Green Citizens: Bildung, Demokratie und der Klimawandel
Die Ethik inklusiver Bildung: Anmerkungen zu einem zentralen bildungswissenschaftlichen Begriff
Celebrating diversity in education and the special case of disability
For many authors, the central difference between integration and inclusion is that the latter conceives human diversity in positive ways, and even celebrates it. The article aims at investigating into the normative persuasiveness of such a view. It is specifically interested in the moral – in contrast to political or practical – arguments in favour of such an approach. Two routes or lines of arguments are distinguished. A negative line of argumen…
Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management
Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current res…
The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms
Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intell…
Inclusive education, the dilemma of identity and the common good
Accounts of inclusive education that locate the concept of inclusion within theories of individual rights face two problems. The first problem, called ‘the dilemma of identity’, assumes that on one hand we need communities to develop and ensure a sense of identity and a feeling of social inclusion, whereas on the other hand, inclusion is only partly ensured via such forms of inclusion. Inclusion necessarily entails participation in societal goods…
The Value of Inclusion: The Value of Inclusion
In recent years inclusion has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of inclusion and its normative implications. This article suggests an understanding of inclusion that first differentiates analytically between societal and communal forms of inclusion, and second, situates the value of inclusion in the debate around recognition and …
Inklusion und Arbeit: Was steht auf dem Spiel
Die Bedeutung von Arbeit als inklusionsvermittelnde Instanz der Moderne ist unbestritten. Arbeit dient der Absicherung des eigenen Lebensunterhalts, und die durch sie erworbene monetäre Entlohnung und das soziale Prestige sind nicht zu unterschätzende Faktoren in der sozialen Positionierung der Menschen in einer Gesellschaft
Inklusion und Gerechtigkeit
The Value of Inclusion: The Value of Inclusion
In recent years inclusion has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of inclusion and its normative implications. This article suggests an understanding of inclusion that first differentiates analytically between societal and communal forms of inclusion, and second, situates the value of inclusion in the debate around recognition and …
The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms
Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intell…
Inklusion und Gerechtigkeit
Inklusion und Arbeit: Was steht auf dem Spiel
Die Bedeutung von Arbeit als inklusionsvermittelnde Instanz der Moderne ist unbestritten. Arbeit dient der Absicherung des eigenen Lebensunterhalts, und die durch sie erworbene monetäre Entlohnung und das soziale Prestige sind nicht zu unterschätzende Faktoren in der sozialen Positionierung der Menschen in einer Gesellschaft
The Value of Inclusion: The Value of Inclusion
In recent years inclusion has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of inclusion and its normative implications. This article suggests an understanding of inclusion that first differentiates analytically between societal and communal forms of inclusion, and second, situates the value of inclusion in the debate around recognition and …
Inclusive education, the dilemma of identity and the common good
Accounts of inclusive education that locate the concept of inclusion within theories of individual rights face two problems. The first problem, called ‘the dilemma of identity’, assumes that on one hand we need communities to develop and ensure a sense of identity and a feeling of social inclusion, whereas on the other hand, inclusion is only partly ensured via such forms of inclusion. Inclusion necessarily entails participation in societal goods…
Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management
Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current res…
The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms
Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intell…
Celebrating diversity in education and the special case of disability
For many authors, the central difference between integration and inclusion is that the latter conceives human diversity in positive ways, and even celebrates it. The article aims at investigating into the normative persuasiveness of such a view. It is specifically interested in the moral – in contrast to political or practical – arguments in favour of such an approach. Two routes or lines of arguments are distinguished. A negative line of argumen…
Creating Green Citizens: Bildung, Demokratie und der Klimawandel
Die Ethik inklusiver Bildung: Anmerkungen zu einem zentralen bildungswissenschaftlichen Begriff
Bridging the gap between knowledge and justice: Epistemic challenges in participatory disability research
This article examines participatory disability research through the lens of epistemic justice, drawing (among others) on Miranda Fricker’s concepts of testimonial and hermeneutic injustice. It highlights how participatory approaches empower marginalised groups, particularly people with disabilities, to overcome exclusion from knowledge production. The article emphasises the challenges of achieving epistemic justice, especially for individuals wit…
Participatory research in education: Epistemological, methodological and ethical challenges
This special issue of Theory and Research in Education examines participatory research as a political and methodological project that raises fundamental epistemological questions about knowledge, legitimacy, and authority in educational inquiry. Seeking to democratize knowledge production, participatory research engages those historically excluded—such as children and disabled people—as co-researchers and challenges hierarchical structures of exp…
Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools
In this article, I critically examine the concept of ableism within educational contexts, highlighting its normative dimensions and implications for learning in schools. Drawing on neo‐institutionalist theories of education, I explore how normative expectations around ability shape educational practices and contribute to the marginalization of students with disabilities. I argue that ableism is not merely a matter of individual prejudice but is e…
Psychology (7 works) · Social Psychology (5 works) · Epistemology (4 works) · Philosophy (4 works) · Sociology (4 works) · Sociology and Education Studies (4 works) · Disability Rights and Representation (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political Philosophy and Ethics (3 works)