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Reassembling inclusive education: A reconstruction of "translation" processes

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Abstract:

Policy statements throughout the world today emphasize Inclusive Education as a major component of reform conceptions in education. As both an attitude and a new approach to education, Inclusive Education as a model is widely recognized and internationally regarded as innovative. This can be seen, for example, when looking at the debates in connection with the last ministerial ‘International Conference on Education’ held in Geneva in 2008. However, on the level of the reception of Inclusive Education as a global model, there remains little consensus as to what the term ‘inclusive’ actually means. There is whatsoever no agreement to the questions regarding what Inclusive Education fundamentally is and who the addressees actually are. In order to shed some light on this confusion about it, the paper tries – as Bruno Latour (2005) would phrase it – ‘to redefine the notion of ‘inclusive’ education by going back to its original meaning and making it able to trace connections again.’ The analysis focuses on the follow-up of the ‘World Conference on Special Needs Education’ held in 1994 in Salamanca, where the principle of ‘inclusion’ (as an alternative to ‘integration’) had initially been introduced to education. By using insights and concepts drawn from sociology of translation as part of Actor-Network-Theory, the paper identifies certain decisions and actions made by UNESCO and by a chain of peers and competitive agents as initiating shifts in meanings of and approaches to Inclusive Education. The data used is drawn from the archives of UNESCO and OECD in Paris. The method applied is content analysis.

Author's Keywords:

World Conferences, International Organizations, UNESCO, Sociology of Translation, Latour
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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MLA Citation:

Kiuppis, Florian. "Reassembling inclusive education: A reconstruction of "translation" processes" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492283_index.html>

APA Citation:

Kiuppis, F. , 2011-04-30 "Reassembling inclusive education: A reconstruction of "translation" processes" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492283_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Policy statements throughout the world today emphasize Inclusive Education as a major component of reform conceptions in education. As both an attitude and a new approach to education, Inclusive Education as a model is widely recognized and internationally regarded as innovative. This can be seen, for example, when looking at the debates in connection with the last ministerial ‘International Conference on Education’ held in Geneva in 2008. However, on the level of the reception of Inclusive Education as a global model, there remains little consensus as to what the term ‘inclusive’ actually means. There is whatsoever no agreement to the questions regarding what Inclusive Education fundamentally is and who the addressees actually are. In order to shed some light on this confusion about it, the paper tries – as Bruno Latour (2005) would phrase it – ‘to redefine the notion of ‘inclusive’ education by going back to its original meaning and making it able to trace connections again.’ The analysis focuses on the follow-up of the ‘World Conference on Special Needs Education’ held in 1994 in Salamanca, where the principle of ‘inclusion’ (as an alternative to ‘integration’) had initially been introduced to education. By using insights and concepts drawn from sociology of translation as part of Actor-Network-Theory, the paper identifies certain decisions and actions made by UNESCO and by a chain of peers and competitive agents as initiating shifts in meanings of and approaches to Inclusive Education. The data used is drawn from the archives of UNESCO and OECD in Paris. The method applied is content analysis.


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