Inclusive research and inclusive education: unnecessarily unconnected?
(2012) Inclusive research and inclusive education: unnecessarily unconnected? The Philosophy of Inclusive Education Day Conference, Stirling, GB, 05 Nov 2012.
There has been a major push for research to, at the very least, represent the voices of disabled people, and moreover to be under their control. People with learning disabilities now conduct, manage and review research. Yet this arena is alive with interesting and largely unanswered questions. In this paper I begin a discussion of some of them: Why is it that the moves towards inclusive (participatory and emancipatory) research have happened largely outside of the discipline of education and distinctly unconnected to the field of inclusive education? How viable are the claims to the moral superiority of inclusive research? What kinds of knowledge are produced by inclusive research? What does quality look like in inclusive research? And, to round the circle, what does all this mean for inclusive education?
|Item Type:||Conference or Workshop Item (Keynote)|
|Subjects:||L Education > L Education (General)|
|Divisions :||Faculty of Social and Human Sciences > Southampton Education School > Centre for Research in Inclusion (CRI)
|Accepted Date and Publication Date:||
|Date Deposited:||06 Nov 2012 09:54|
|Last Modified:||28 Mar 2014 15:13|
Quality and capacity in inclusive research with people with learning disabilities
Funded by: ESRC National Centre for Research Methods (RES-000-22-4423)
Led by: Melanie Anne Nind
1 April 2011 to 31 May 2012
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