The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value.
The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value.
Franziska Felder is a Professor for Inclusive Education and Disability Research at the Department of Education at the University of Vienna, Austria.
Inhaltsangabe
1. Introduction 2. The Fenty Story 3. The missing social dimension in the inclusion debates 4. The structure of this book 1. The approach, scope and method 1. The comparison with slavery 2. The limits of rights-based approaches 3. The methodological approach: nonideal theorizing 2. A brief review of the history of (inclusive) education 1. The status of disabled people before the eighteenth century 2. The Age of Enlightenment 3. Shifting backgrounds and the importance of compulsory education 4. The rupture of the Second World War and the growing importance of human rights 5. The emergence of the concept of 'inclusion' 6. The difficult role of special education today 3. The concept of inclusion 1. A confusing plethora of definitions 2. The strong focus on schools and the lack of a debate on exclusion 3. Inclusion between description and evaluation 4. Inclusion as a 'thick concept' 5. Two camps and the problems associated with them 6. Inclusion: the proposal 7. The sociological perspective 8. The elements of inclusion 9. The ontogenesis of inclusion in evolutionary biology and individual psychology 4. Disability 1. Change of emphasis within the inclusion literature 2. The 'deconstruction' model 3. The 'barrier' model 4. The difference made by disability 5. The social-relational model 5. Inclusive education 1. The current inclusion discourse and its shortcomings 2. The school as an organisation and institution 3. School versus family 4. The functions of school 6. Values that matter 1. Step 1: Exclusion 2. Step 2: The ethical-normative significance of inclusion 3. Step 3: Inclusion and education 7. Conclusion: the transformation of education 1. The shift towards inclusion 2. Closing remarks 8. References
1. Introduction 2. The Fenty Story 3. The missing social dimension in the inclusion debates 4. The structure of this book 1. The approach, scope and method 1. The comparison with slavery 2. The limits of rights-based approaches 3. The methodological approach: nonideal theorizing 2. A brief review of the history of (inclusive) education 1. The status of disabled people before the eighteenth century 2. The Age of Enlightenment 3. Shifting backgrounds and the importance of compulsory education 4. The rupture of the Second World War and the growing importance of human rights 5. The emergence of the concept of 'inclusion' 6. The difficult role of special education today 3. The concept of inclusion 1. A confusing plethora of definitions 2. The strong focus on schools and the lack of a debate on exclusion 3. Inclusion between description and evaluation 4. Inclusion as a 'thick concept' 5. Two camps and the problems associated with them 6. Inclusion: the proposal 7. The sociological perspective 8. The elements of inclusion 9. The ontogenesis of inclusion in evolutionary biology and individual psychology 4. Disability 1. Change of emphasis within the inclusion literature 2. The 'deconstruction' model 3. The 'barrier' model 4. The difference made by disability 5. The social-relational model 5. Inclusive education 1. The current inclusion discourse and its shortcomings 2. The school as an organisation and institution 3. School versus family 4. The functions of school 6. Values that matter 1. Step 1: Exclusion 2. Step 2: The ethical-normative significance of inclusion 3. Step 3: Inclusion and education 7. Conclusion: the transformation of education 1. The shift towards inclusion 2. Closing remarks 8. References
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