The University of Southampton
University of Southampton Institutional Repository

Paradoxes in inclusive education: a necessary condition of relationality?

Paradoxes in inclusive education: a necessary condition of relationality?
Paradoxes in inclusive education: a necessary condition of relationality?
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.
1360-3116
1003-1016
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d
Claiborne, Lise
a53916a2-8b90-4f2a-b3d0-2c4f785a699d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Corcoran, Tim
7e55930f-889c-4052-9638-7a1baaaaa25d
Claiborne, Lise
a53916a2-8b90-4f2a-b3d0-2c4f785a699d
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba

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).

Record type: Article

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.

This record has no associated files available for download.

More information

Published date: 9 June 2019

Identifiers

Local EPrints ID: 470994
URI: http://eprints.soton.ac.uk/id/eprint/470994
ISSN: 1360-3116
PURE UUID: ef48e18f-3b9c-46fd-80a7-23ef81df0963
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

Catalogue record

Date deposited: 24 Oct 2022 16:37
Last modified: 17 Mar 2024 04:13

Export record

Altmetrics

Contributors

Author: Tim Corcoran
Author: Lise Claiborne
Author: Ben Whitburn ORCID iD

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×