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Diversity training, inclusive education and our inevitable lament

Diversity training, inclusive education and our inevitable lament
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 psychological interventions targeting human being’s cognitive-behavioural triumvirate – thoughts, feelings and behaviours, nudging public policy and individual attitudes to sustain such changes. Yet, an inevitable lament typically befalls researchers and practitioners when inclusive ideals are not reached through the promotion of human rights, individualised support and positive attitudes. Advancing a conceptual approach to orientating to difference resourced by theory from critical psychology, critical disability and affirmative ethics, our discussion seeks to question the validity of current orientations to awareness training in favour of engaging difference differently. The discussion is relevant to education policy makers and practitioners seeking to reduce inequities, particularly among students living diverse ways of being within mainstream populations, so they might engage difference differently to reduce school exclusion.
1471-3802
17-24
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d

Whitburn, Ben and Corcoran, Tim (2021) Diversity training, inclusive education and our inevitable lament. Journal of Research in Special Educational Needs, 21 (S1), 17-24. (doi:10.1111/1471-3802.12540).

Record type: Special issue

Abstract

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 psychological interventions targeting human being’s cognitive-behavioural triumvirate – thoughts, feelings and behaviours, nudging public policy and individual attitudes to sustain such changes. Yet, an inevitable lament typically befalls researchers and practitioners when inclusive ideals are not reached through the promotion of human rights, individualised support and positive attitudes. Advancing a conceptual approach to orientating to difference resourced by theory from critical psychology, critical disability and affirmative ethics, our discussion seeks to question the validity of current orientations to awareness training in favour of engaging difference differently. The discussion is relevant to education policy makers and practitioners seeking to reduce inequities, particularly among students living diverse ways of being within mainstream populations, so they might engage difference differently to reduce school exclusion.

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Accepted/In Press date: 13 August 2021
e-pub ahead of print date: 21 September 2021

Identifiers

Local EPrints ID: 470943
URI: http://eprints.soton.ac.uk/id/eprint/470943
ISSN: 1471-3802
PURE UUID: 804f1845-7a9c-48a3-89f4-bec5bccf659d
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 21 Oct 2022 16:34
Last modified: 17 Mar 2024 07:34

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Author: Ben Whitburn ORCID iD
Author: Tim Corcoran

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