Regulating the child in early childhood education
The paradox of inclusion
Bibliographic Data
| ID | 13005466 |
|---|---|
| Authors | Maryam Dalkilic (University of British Columbia), J A Vadeboncoeur (0000-0003-0292-1973, University of British Columbia, corresponding author) |
| Year | 2015 |
| Volume | 6 |
| Issue | 1 |
| Pages | 17-30 |
| Publication date | 2015-12-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/2043610615619982 |
| OpenAlex | W2303197142 |
| Language | EN |
| Citations received | 5 |
| References cited | 23 |
This article contributes to the literature in critical special education by examining the perspectives of early childhood educators on inclusion and inclusive education. Six early childhood educators were interviewed, and the interview transcripts were analyzed using thematic analysis informed by Derridean deconstruction. Themes were identified across the interviews regarding the roles and relationships between educators, families, and children labeled with disabilities. These themes were clustered to form four overarching meta-themes highlighting axiomatic assumptions regarding expectations for inclusion: acceptance as advocacy, conformity as agency, othering as vulnerability, and knowledge as expertise. These meta-themes describe, in part, the regulatory practices that operate under the guise of “inclusion” in early childhood education to “normalize” children deemed to have deficits. To counter regulatory practices, we introduce the notion of relational inclusion as a generative, yet not unproblematic, alternative for reconceptualising the participation of learners. One goal of relational inclusion is to expand conventional notions of inclusion in ways that enable all children to participate and contribute to the culture of the classroom
Agency (philosophy · Childhood studies · Deconstruction (building · Developmental psychology · Early childhood · Early childhood education · Inclusion (mineral · Inclusion–exclusion principle · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · Thematic analysis · Vulnerability (computing · Collaborative Teaching and Inclusion · Family and Disability Support Research · Psychology · Social Psychology · Teacher Education and Leadership Studies
Reconceptualising time and pace in early childhood education – situating slow pedagogy as inclusive post-pandemic pedagogical practice
Classroom environment for children with disabilities in Kenyan preschools
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
Rethinking children’s agency
Recommendation section of psychoeducational reports
Dismantling Contemporary Deficit Thinking
Special Education's Changing Identity
Discourses of Inclusion
Discourses of Inclusion and Exclusion
Social justice and the changing directions in educational research
The educational rights of persons with disabilities
The sociology of disability and the struggle for inclusive education
Deconstructive Discourse Analysis
Changing the Subject
Inclusion as Social Justice
Using thematic analysis in psychology
Qualitative Interviews in Applied Linguistics
Educational psychology and the effectiveness of inclusive education/mainstreaming
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Field research in conflict environments
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.71 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |