Ben Whitburn
Datos Biográficos
| ID | 762574 |
|---|---|
| NOMBRE | Ben Whitburn |
| NOMBRES | Ben |
| APELLIDO | Whitburn |
| FIRMA | BEN WHITBURN |
| AFILIACIONES | Deakin University |
| ORCID | 0000-0003-3137-2803 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 27 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
‘I’m just the nuisance crip’
Belonging is recurrently advanced as a significant measure of achievement, retention, and satisfaction among staff and students of higher education. In this article, we examine the politics of un/belonging from the standpoint of disabled academic and professional staff, and PGR students at UK-based institutions of higher education. Drawing on a postqualitative critical disability orientation, the study problematises dominant discourses of belongi…
Negotiating access and belonging in a higher education institution
The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belongin…
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
Teaching as regulated improvisation
In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices…
Precarious inclusion
Purpose This paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less…
Normative power in higher education
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
Diversity training, inclusive education and our inevitable lament
As education systems the world over acknowledge the significance of supporting students with disabilities and related conditions to maintain school enrolment, building the capacity of educators to fulfil an inclusive ambition is frequently promoted through activities like awareness training. Here, the intention is to potentially change how people living with disability are understood and related to. Traditionally, awareness raising work relies on…
Rebooting Inclusive Education? New Technologies and Disabled People
This paper provides a speculative, conceptual and literature-based review of the relationship between disability and new technologies with a specific focus on inclusive education for disabled people. The first section critically explores disability and new technologies in a time of Industry 4.0. We lay out some concerns that we have, especially in relation to disabled people’s peripheral positionality, when it comes to these new developments. The…
Seven reasons to question the hegemony of Visible Learning
The publication of John Hattie’s Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the widespread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned w…
Mate, You’re Crippin’ Us Out
The article explores arts curriculum in Australia as developed in the contexts of schooling, community organizations, and higher education for people with disabilities and mental health concerns. Motivated to explore whether or not students provided access to modified arts curriculum are engaging in education or receiving therapy, the aim is to address a dichotomy that is seemingly present in educational institutions, but extends well beyond the …
Storying disability’s potential
In this paper, we weave in and out of theory and narrative in order to consider the potential of disability and its relationship to knowledge construction. We consider theories to be stories that one can tell about the world. And these theories are enlivened by other stories that we tell about ourselves and the world around us. As disability researchers, we explore the ways in which disability becomes known in the world and we do so through our o…
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Time for inclusion
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibil…
The National Disability Insurance Scheme and access to education
This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access …
The fetish of the lens
The scientific metaphor of the lens remains widely used in qualitative education research, despite critiques of positivism. Informed by two recently completed empirical doctoral studies relying on Metaphors We Live By, we propose that the attachment to the lens is a fetish. We argue that this fetish, evident even in purportedly feminist, post-positivist and inclusive education research, emerges from fascination with masculinist and ableist power …
The policy problem
This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated litera…
The subjectivities of 'included' students with disabilities in schools
The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inc…
Disability Studies
Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The…
National and international disability rights legislation
In this paper, a detailed analysis based on the lived experiences of the study participants and the researcher (each with vision impairment) in education, post school and in the pursuit for employment is developed. The policy discourses of disability legislation – both at national and international levels – are explored with particular reference to their enactment in Australia. The analysis focuses on the collective indifference to detached other…
The indelible ink of the special stamp
The medical profession ascribes otherness to people with disabilities through diagnosis and expertism, which sets in motion discursive powers that oversee their exclusion through schooling and beyond. In this paper, I present a narrative pieced together from personal experiences of ducking and weaving the deficit discourse in ‘inclusive’ education, when seeking employment and in day-to-day family interaction as a person with severely impaired vis…
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Seven reasons to question the hegemony of Visible Learning
The publication of John Hattie’s Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the widespread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned w…
The indelible ink of the special stamp
The medical profession ascribes otherness to people with disabilities through diagnosis and expertism, which sets in motion discursive powers that oversee their exclusion through schooling and beyond. In this paper, I present a narrative pieced together from personal experiences of ducking and weaving the deficit discourse in ‘inclusive’ education, when seeking employment and in day-to-day family interaction as a person with severely impaired vis…
Storying disability’s potential
In this paper, we weave in and out of theory and narrative in order to consider the potential of disability and its relationship to knowledge construction. We consider theories to be stories that one can tell about the world. And these theories are enlivened by other stories that we tell about ourselves and the world around us. As disability researchers, we explore the ways in which disability becomes known in the world and we do so through our o…
The policy problem
This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated litera…
The fetish of the lens
The scientific metaphor of the lens remains widely used in qualitative education research, despite critiques of positivism. Informed by two recently completed empirical doctoral studies relying on Metaphors We Live By, we propose that the attachment to the lens is a fetish. We argue that this fetish, evident even in purportedly feminist, post-positivist and inclusive education research, emerges from fascination with masculinist and ableist power …
The subjectivities of 'included' students with disabilities in schools
The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inc…
The National Disability Insurance Scheme and access to education
This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access …
National and international disability rights legislation
In this paper, a detailed analysis based on the lived experiences of the study participants and the researcher (each with vision impairment) in education, post school and in the pursuit for employment is developed. The policy discourses of disability legislation – both at national and international levels – are explored with particular reference to their enactment in Australia. The analysis focuses on the collective indifference to detached other…
The indelible ink of the special stamp
The medical profession ascribes otherness to people with disabilities through diagnosis and expertism, which sets in motion discursive powers that oversee their exclusion through schooling and beyond. In this paper, I present a narrative pieced together from personal experiences of ducking and weaving the deficit discourse in ‘inclusive’ education, when seeking employment and in day-to-day family interaction as a person with severely impaired vis…
National and international disability rights legislation
In this paper, a detailed analysis based on the lived experiences of the study participants and the researcher (each with vision impairment) in education, post school and in the pursuit for employment is developed. The policy discourses of disability legislation – both at national and international levels – are explored with particular reference to their enactment in Australia. The analysis focuses on the collective indifference to detached other…
Disability Studies
Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The…
The National Disability Insurance Scheme and access to education
This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access …
The fetish of the lens
The scientific metaphor of the lens remains widely used in qualitative education research, despite critiques of positivism. Informed by two recently completed empirical doctoral studies relying on Metaphors We Live By, we propose that the attachment to the lens is a fetish. We argue that this fetish, evident even in purportedly feminist, post-positivist and inclusive education research, emerges from fascination with masculinist and ableist power …
The policy problem
This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated litera…
The subjectivities of 'included' students with disabilities in schools
The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inc…
Mate, You’re Crippin’ Us Out
The article explores arts curriculum in Australia as developed in the contexts of schooling, community organizations, and higher education for people with disabilities and mental health concerns. Motivated to explore whether or not students provided access to modified arts curriculum are engaging in education or receiving therapy, the aim is to address a dichotomy that is seemingly present in educational institutions, but extends well beyond the …
Storying disability’s potential
In this paper, we weave in and out of theory and narrative in order to consider the potential of disability and its relationship to knowledge construction. We consider theories to be stories that one can tell about the world. And these theories are enlivened by other stories that we tell about ourselves and the world around us. As disability researchers, we explore the ways in which disability becomes known in the world and we do so through our o…
Paradoxes in inclusive education
Life’s paradoxes present across the varied landscapes we traverse in education and serve as formidable barriers in attempts to secure ethical consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available choices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamenta…
Time for inclusion
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibil…
Rebooting Inclusive Education? New Technologies and Disabled People
This paper provides a speculative, conceptual and literature-based review of the relationship between disability and new technologies with a specific focus on inclusive education for disabled people. The first section critically explores disability and new technologies in a time of Industry 4.0. We lay out some concerns that we have, especially in relation to disabled people’s peripheral positionality, when it comes to these new developments. The…
Seven reasons to question the hegemony of Visible Learning
The publication of John Hattie’s Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the widespread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned w…
Diversity training, inclusive education and our inevitable lament
As education systems the world over acknowledge the significance of supporting students with disabilities and related conditions to maintain school enrolment, building the capacity of educators to fulfil an inclusive ambition is frequently promoted through activities like awareness training. Here, the intention is to potentially change how people living with disability are understood and related to. Traditionally, awareness raising work relies on…
Teaching as regulated improvisation
In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices…
Precarious inclusion
Purpose This paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less…
Normative power in higher education
This paper presents an analysis of two surveys that were conducted in an Australian university's School of Education, investigating how students and staff understood the inherent requirements of their courses. The survey results highlight that despite there being no explicit written inherent requirement statements for these courses both staff and students believed they had a deep understanding of the nature and potential effects of inherent requi…
Negotiating access and belonging in a higher education institution
The purpose of this paper is to foreground accessibility as a necessary aspect of equality, diversity, and inclusion (EDI). We go about this by highlighting shared experiences of negotiating institutional ableism together, as a disabled scholar employed at a HEI in the UK, and a non-disabled, culturally and linguistically diverse individual employed to bridge inaccessible spaces. Drawing upon Wong’s (2023) conceptual framework of spatial belongin…
Teacher education students’ experiences navigating inherent requirements within their courses of study
Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the development of a statement of inherent requirements for a large school of education in an Australian …
‘I’m just the nuisance crip’
Belonging is recurrently advanced as a significant measure of achievement, retention, and satisfaction among staff and students of higher education. In this article, we examine the politics of un/belonging from the standpoint of disabled academic and professional staff, and PGR students at UK-based institutions of higher education. Drawing on a postqualitative critical disability orientation, the study problematises dominant discourses of belongi…
Political science (17 obras) · Sociology (17 obras) · Pedagogy (15 obras) · Gender Studies (11 obras) · Law (11 obras) · Psychology (11 obras) · Disability Rights and Representation (9 obras) · Inclusion (mineral (8 obras) · Social science (8 obras) · Disability studies (7 obras)