Mandatory accreditation for Special Educational Needs Co-ordinators
Biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’
Bibliographic Data
| ID | 11488529 |
|---|---|
| Authors | Elizabeth J Done (0000-0001-6627-1928, University of Plymouth, corresponding author), Mike Murphy (0000-0002-8379-3813, University of Plymouth), Helen Knowler (0000-0002-9538-2595, University of Bristol) |
| Year | 2015 |
| Volume | 30 |
| Issue | 1 |
| Pages | 86-100 |
| Publication date | 2015-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2014.905872 |
| OpenAlex | W2014455815 |
| Language | EN |
| Citations received | 12 |
| References cited | 31 |
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational managerialism are mobilized in an analysis of recent inclusion policy and award requirements. Resistance to the positioning of SENCOs and pupils within a political narrative of economic priority and productivity is conceptualized as a Deleuzo–Guattarian ‘war machine’. The implications of biopolitical orientations for practitioner research are explored with reference to teacher action research
Accreditation · Biopower · Mainstream · Managerialism · Narrative · Neoliberalism (international relations · Pedagogy · Political science · Politics · Social science · Sociology · Foucault, Power, and Ethics · Global Educational Policies and Reforms · Law · Public Administration · Teacher Education and Leadership Studies
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
Intrinsic and extrinsic tensions in the Senco role
‘Grey’ exclusions matter
Go into school, get a cushy job, move to a better area
Policy temporality and marked bodies
Still not inclusive? A critical analysis of changing the Senco policy in a Chinese school community
Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement
How inclusion became exclusion
The 2014 special educational needs and disability code of practice
Painful invisibilities
Off‐rolling’ and Foucault’s art of visibility/invisibility
The responsibilisation of teachers
'Inclusion in Practice'
The Rise and Fall of the Neo‐liberal University
‘Bodies that Matter’
Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers)
Neoliberalism and the marginalisation of social justice
Inclusion
In search of inclusive non-dualistic pedagogies through collaborative and affective learning events
Towards socially just pedagogies
Docile bodies or contested space? Working under the shadow of permanent exclusion
Caught in the net
Excluding the included
Training from cradle to grave? Social justice and training for people with learning difficulties
Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland
Truth telling in Foucault and Arendt
Action Research and Minority Problems
What Is Philosophy
A thousand plateaus
The power of accreditation
The (im)possibility of intellectual work in neoliberal regimes
Language, Counter-Memory, Practice
Essays on the Anthropology of Reason
"Disability Research and the "Researcher Template
| Unique citing works | 12 |
|---|---|
| Citations per year | 1 |
| Citation span | 2014 - 2022 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |