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Time for inclusion?

Time for inclusion?
Time for inclusion?
This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it.
0142-5692
159-173
Thomas, Matthew Krehl Edward
5e8a2e72-9d63-4a76-8d5f-48a7d40c0517
Whitburn, Benjamin Jay
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Thomas, Matthew Krehl Edward
5e8a2e72-9d63-4a76-8d5f-48a7d40c0517
Whitburn, Benjamin Jay
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba

Thomas, Matthew Krehl Edward and Whitburn, Benjamin Jay (2018) Time for inclusion? British Journal of Sociology of Education, 40 (2), 159-173. (doi:10.1080/01425692.2018.1512848).

Record type: Article

Abstract

This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it.

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More information

Published date: 29 November 2018

Identifiers

Local EPrints ID: 470990
URI: http://eprints.soton.ac.uk/id/eprint/470990
ISSN: 0142-5692
PURE UUID: fafa578f-de8d-438d-82bc-1d92bd59fa2f
ORCID for Benjamin Jay Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 24 Oct 2022 16:36
Last modified: 31 Jan 2023 03:07

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Contributors

Author: Matthew Krehl Edward Thomas
Author: Benjamin Jay Whitburn ORCID iD

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