Notes from the Exclusion Zone: reflections on educational inclusion

Research output: Contribution to journalArticle

Abstract

This article is concerned with the tenor of the current debate on the inclusion
of children with additional support needs in mainstream educational settings.
The fundamental paradoxes of educational inclusion will be explored, as will
the nature of the self-producing and self-reproducing 'industry' that has grown
up around it. The article also addresses systemic barriers to 'daring to think
otherwise' (Allan 2003a) about inclusion, particularly those that relate to the
context in which educational research is conducted and knowledge produced,
and the locus of key commentators in the debate. In sum, what is offered
below is a rather different interpretation of what Allan (2006) has described as
the 'repetition of exclusion'. The article concludes with a literary exploration
of what it means 'to rethink what it means to be genuinely open to another
human being or culture and to share and take responsibility for one's
implication in the dilemmas of difference' (Santner 2001, p. 5).
Original languageEnglish
Pages (from-to)78-94
Number of pages16
JournalScottish Affairs
Volume71
Issue number1
Publication statusPublished - 2010

Fingerprint

exclusion
inclusion
educational setting
educational research
responsibility
interpretation
industry

Cite this

@article{a8d28d2468254bb5a296a3142b3707c8,
title = "Notes from the Exclusion Zone: reflections on educational inclusion",
abstract = "This article is concerned with the tenor of the current debate on the inclusionof children with additional support needs in mainstream educational settings.The fundamental paradoxes of educational inclusion will be explored, as willthe nature of the self-producing and self-reproducing 'industry' that has grownup around it. The article also addresses systemic barriers to 'daring to thinkotherwise' (Allan 2003a) about inclusion, particularly those that relate to thecontext in which educational research is conducted and knowledge produced,and the locus of key commentators in the debate. In sum, what is offeredbelow is a rather different interpretation of what Allan (2006) has described asthe 'repetition of exclusion'. The article concludes with a literary explorationof what it means 'to rethink what it means to be genuinely open to anotherhuman being or culture and to share and take responsibility for one'simplication in the dilemmas of difference' (Santner 2001, p. 5).",
author = "Anne Pirrie",
year = "2010",
language = "English",
volume = "71",
pages = "78--94",
journal = "Scottish Affairs",
issn = "0966-0356",
publisher = "Edinburgh University Press",
number = "1",

}

Notes from the Exclusion Zone : reflections on educational inclusion. / Pirrie, Anne.

In: Scottish Affairs, Vol. 71, No. 1, 2010, p. 78-94.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Notes from the Exclusion Zone

T2 - reflections on educational inclusion

AU - Pirrie, Anne

PY - 2010

Y1 - 2010

N2 - This article is concerned with the tenor of the current debate on the inclusionof children with additional support needs in mainstream educational settings.The fundamental paradoxes of educational inclusion will be explored, as willthe nature of the self-producing and self-reproducing 'industry' that has grownup around it. The article also addresses systemic barriers to 'daring to thinkotherwise' (Allan 2003a) about inclusion, particularly those that relate to thecontext in which educational research is conducted and knowledge produced,and the locus of key commentators in the debate. In sum, what is offeredbelow is a rather different interpretation of what Allan (2006) has described asthe 'repetition of exclusion'. The article concludes with a literary explorationof what it means 'to rethink what it means to be genuinely open to anotherhuman being or culture and to share and take responsibility for one'simplication in the dilemmas of difference' (Santner 2001, p. 5).

AB - This article is concerned with the tenor of the current debate on the inclusionof children with additional support needs in mainstream educational settings.The fundamental paradoxes of educational inclusion will be explored, as willthe nature of the self-producing and self-reproducing 'industry' that has grownup around it. The article also addresses systemic barriers to 'daring to thinkotherwise' (Allan 2003a) about inclusion, particularly those that relate to thecontext in which educational research is conducted and knowledge produced,and the locus of key commentators in the debate. In sum, what is offeredbelow is a rather different interpretation of what Allan (2006) has described asthe 'repetition of exclusion'. The article concludes with a literary explorationof what it means 'to rethink what it means to be genuinely open to anotherhuman being or culture and to share and take responsibility for one'simplication in the dilemmas of difference' (Santner 2001, p. 5).

M3 - Article

VL - 71

SP - 78

EP - 94

JO - Scottish Affairs

JF - Scottish Affairs

SN - 0966-0356

IS - 1

ER -