A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times
An analysis of position statements in the United States
Bibliographic Data
| ID | 12579559 |
|---|---|
| Authors | Jessica Bacon (0000-0003-4543-7209, Teaching and Learning, Montclair State University, Montclair, NJ, USA, corresponding author), Erin Pomponio (Department of Teaching and Learning, Montclair State University College of Education and Human Services, Montclair, NJ, USA) |
| Year | 2020 |
| Volume | 27 |
| Issue | 3 |
| Pages | 354-375 |
| Publication date | 2020-12-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2020.1858978 |
| OpenAlex | W3114818405 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
The term ‘inclusive education’ has evolved to connote various meanings and recently, neoliberalism has impacted how ‘inclusion’ is understood and enacted. In this paper, we use a disability studies in education framework to compare and contrast radical against incrementalist and reductionist approaches to educational reform related to students with disabilities. In order to accomplish this, we completed a systematic review of 37 position statement documents from education and disability advocacy organisations published in the United States from 2000 to 2019, which is the time period after the No Child Left Behind Act was enacted. We analysed the statements using a priori codes, which include: high-stakes testing, standards-based reform, and accountability. Additionally, we inductively coded the statements for emergent sub-codes and additional themes. Our findings examine how these organisations describe how students with disabilities should fit into neoliberal reform priorities as connected to our theoretical framings. We found that most professional advocacy organisations in the US recommend reductionist approaches to educational reform, and many reframe the very meaning of inclusive education
Accountability · Cognitive reframing · Epistemology · Inclusion (mineral · Meaning (existential · Neoliberalism (international relations · Pedagogy · Political science · Position (finance · Public relations · Reductionism · Social science · Sociology · Special education · Disability Education and Employment · Disability Rights and Representation · Education Discipline and Inequality · Law · Psychology · Public Administration · Social Psychology
The Irregular School
Presuming Competence
Understanding and Interrupting Neoliberalism and Neoconservatism in Education
Null
Disability Studies and the Inclusive Classroom
Radical Inclusive Education
The impact of standards-based reform on special education and the creation of the ‘dividual
Race, inequality and educational accountability
Inclusive education policies
Inclusion
The Education for All and inclusive education debate
The impact of neoliberal school choice reforms on students with disabilities
Imported or Important Theory? Sociological interrogations of disablement and special education
The neoliberal cascade and education
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Dis/ability critical race studies (DisCrit)
Demonstrating Rigor Using Thematic Analysis
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |