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Deconstructing and reconstructing discourses of participation: Constructing theory from the ground-up

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Abstract:

Considering the discourses of participation, Anderson (1999) argues that despite the language of empowerment in contemporary educational reforms, the discourses of participation are very often caught up within the hegemonic agenda of dominant power. In the discursive regime of policymaking, participation usually serves as a technology of control which legitimates rather than transforms exclusion. In this paper, I will address the politics of participation from the vantage points of critical theory, drawing from my doctoral research on inclusion in the Vietnamese context: First, I will examine the theoretical implications of mainstream discourses on rights, equalization, and development to theorize the politics of participation in mainstream institutions. Second, reflecting on my fieldwork in educational institutions, I will discuss a critical appraisal of the effects of these discourses in educational practices. Through juxtaposing policy and practice, I argue that while inclusion invites some forms of participation such as access into social and educational institutions, its discourses legitimates rather than transforms the exclusion of these children in the mainstream. To move towards an authentic agenda of participation (Anderson, 1999), it is critical to theorize participation through the practices of mainstream institutions: first, it is important to understand this discourse within the social context in which it takes place. Second, the conditions, meanings, and effects of its discourses need to be theorized as a critical implication for reconstructing educational policy and practice (Mitchell, de Lang, & Nguyen, 2008; Nguyen & Roemmele, 2010).
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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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URL: http://citation.allacademic.com/meta/p493392_index.html
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MLA Citation:

Nguyen, Thi Xuan Thuy. "Deconstructing and reconstructing discourses of participation: Constructing theory from the ground-up" 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 <http://citation.allacademic.com/meta/p493392_index.html>

APA Citation:

Nguyen, T. "Deconstructing and reconstructing discourses of participation: Constructing theory from the ground-up" 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/p493392_index.html

Publication Type: Panel Paper
Abstract: Considering the discourses of participation, Anderson (1999) argues that despite the language of empowerment in contemporary educational reforms, the discourses of participation are very often caught up within the hegemonic agenda of dominant power. In the discursive regime of policymaking, participation usually serves as a technology of control which legitimates rather than transforms exclusion. In this paper, I will address the politics of participation from the vantage points of critical theory, drawing from my doctoral research on inclusion in the Vietnamese context: First, I will examine the theoretical implications of mainstream discourses on rights, equalization, and development to theorize the politics of participation in mainstream institutions. Second, reflecting on my fieldwork in educational institutions, I will discuss a critical appraisal of the effects of these discourses in educational practices. Through juxtaposing policy and practice, I argue that while inclusion invites some forms of participation such as access into social and educational institutions, its discourses legitimates rather than transforms the exclusion of these children in the mainstream. To move towards an authentic agenda of participation (Anderson, 1999), it is critical to theorize participation through the practices of mainstream institutions: first, it is important to understand this discourse within the social context in which it takes place. Second, the conditions, meanings, and effects of its discourses need to be theorized as a critical implication for reconstructing educational policy and practice (Mitchell, de Lang, & Nguyen, 2008; Nguyen & Roemmele, 2010).


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