Paradoxes in inclusive education: a necessary condition of relationality?

Corcoran, Tim, Claiborne, Lise and Whitburn, Ben (2019) Paradoxes in inclusive education: a necessary condition of relationality? International Journal of Inclusive Education, 23 (10), 1003-1016. (doi:10.1080/13603116.2019.1625453).

Abstract

Life’s paradoxes present across the varied landscapes we traverse in e ducation and serve as formidable barriers in attempts to secure ethica l consistency in practice. The presence of paradox invites educational researchers and practitioners to diligently examine our available cho ices, particularly when fixed by dominant ways of knowing/being. This too is especially consequential as these resources work for or against what we hold to be fundamental to our practice. This quandary is resp onded to here in three parts. The first section steps through a parado xical psychosocial assemblage created in Australian educational practi ce through the National Assessment Program–Literacy And Numeracy (NAPL AN). The second section then suggests possibilities for challenging pa radoxes around the status quo by reflecting on ways professionals from a range of countries in the Asia/Pacific region can reexamine their o wn practice as part of theoretically informed postgraduate research. T he third section discusses how paradoxes have persisted in Australian policy responses to disability, which evade substantiated ways of bein g and knowing inclusion. The relationships paradox invites us to are e ntangled and complex but in opening ourselves to prospects inherent in contradiction we challenge ourselves to explicating preferred ideals.

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Contributors

Author: Ben Whitburn

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