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Relational power and communication: praxis for educational inclusivity

Relational power and communication: praxis for educational inclusivity
Relational power and communication: praxis for educational inclusivity
Educational inclusivity (EI) is used in this chapter to explore inclusive education from the perspective of people living with disability in the Global South. The Kianh Centre in Vietnam is presented as an exemplar of the supportive role that specialist education settings can play for the development of equitable learning and participation. Focussing on the communication impairments of students, EI examines relationships of communication in localized experiences at the Centre, drawing specifically on Foucault’s concept of non-hierarchical power in its facilitation. This approach moves away from universal human rights for a critical southern theory approach. A framework of communication praxis is derived to explore how human and non-human contents, in fields of communication, affect interpersonal communication to effect inclusion. Proposed as such, communication praxis provokes the researcher to explore relationships at the Kianh Centre for EI pathways recognizing the importance of interpersonal communication in education.
2542-9825
172-185
Brill
Eng, Peng-Sim
aee70aa3-570f-49dd-bc54-e8a4a21a4b74
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Krehl Edward Thomas, M
Heng, L
Walker, P
Eng, Peng-Sim
aee70aa3-570f-49dd-bc54-e8a4a21a4b74
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Krehl Edward Thomas, M
Heng, L
Walker, P

Eng, Peng-Sim, Corcoran, Tim and Whitburn, Ben (2020) Relational power and communication: praxis for educational inclusivity. In, Krehl Edward Thomas, M, Heng, L and Walker, P (eds.) Inclusive Education is a Right, Right? (Studies in Inclusive Education, 47) Brill, pp. 172-185. (doi:10.1163/9789004434783_014).

Record type: Book Section

Abstract

Educational inclusivity (EI) is used in this chapter to explore inclusive education from the perspective of people living with disability in the Global South. The Kianh Centre in Vietnam is presented as an exemplar of the supportive role that specialist education settings can play for the development of equitable learning and participation. Focussing on the communication impairments of students, EI examines relationships of communication in localized experiences at the Centre, drawing specifically on Foucault’s concept of non-hierarchical power in its facilitation. This approach moves away from universal human rights for a critical southern theory approach. A framework of communication praxis is derived to explore how human and non-human contents, in fields of communication, affect interpersonal communication to effect inclusion. Proposed as such, communication praxis provokes the researcher to explore relationships at the Kianh Centre for EI pathways recognizing the importance of interpersonal communication in education.

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More information

Published date: 29 October 2020

Identifiers

Local EPrints ID: 470956
URI: http://eprints.soton.ac.uk/id/eprint/470956
ISSN: 2542-9825
PURE UUID: ea1a9a51-f6b8-4add-81cf-260f2ca26569
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 21 Oct 2022 16:39
Last modified: 20 Mar 2024 03:05

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Contributors

Author: Peng-Sim Eng
Author: Tim Corcoran
Author: Ben Whitburn ORCID iD
Editor: M Krehl Edward Thomas
Editor: L Heng
Editor: P Walker

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