The Global Context for Inclusive Education

This paper articulates our desire for new humanisms in a contemporary cultural, economic and global context that has been described as posthuman. As researchers committed to modes of radical, critical, politicised and inclusive education, we are mindful of the significance of social theory and its relationship with articulations of social justice. Whilst sympathetic to the potentiality of posthuman thought we grapple with the imperative to embrace new humanisms that historicise and recognise global inequalities that concurrently exist in relation to a myriad of human categories including class, age, geopolitical location, gender, sexuality, race and disability. We focus in on the latter two categories and draw on ideas from postcolonial and critical disability studies. Our argument considers the problem of humanism (as a product of colonial Western imaginaries), the critical responses offered by posthuman thinking and then seeks to rearticulate forms of new humanism that are responsive to the posthuman condition and, crucially, the political interventions of Postcolonial and Critical Disability Scholars. We then outline six new humanist projects that could productively feed into the work of the Journal of Disability Studies in Education.

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The global context of inclusive education: the role of the United

Contextualizing Inclusive Education ◽

10.4324/9780203606803-10 ◽

2005 ◽

pp. 38-52

Keyword(s):

Inclusive Education ◽

Global Context

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European Union Law in a Global Context

10.1017/cbo9781139171359 ◽

2004 ◽

Cited By ~ 6

Author(s):

Trevor C. Hartley

Keyword(s):

European Union ◽

European Union Law ◽

Global Context

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Partizipation aus der Perspektive von Kindern

Frühe Bildung ◽

10.1026/2191-9186/a000461 ◽

2020 ◽

Vol 9 (1) ◽

pp. 3-8

Author(s):

Itala Ballaschk ◽

Yvonne Anders

Keyword(s):

Social Support ◽

Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

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Prime Proportion Affects Masked Priming of Fixed and Free-Choice Responses

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000043 ◽

2010 ◽

Vol 57 (5) ◽

pp. 360-366 ◽

Cited By ~ 23

Author(s):

Glen E. Bodner ◽

Rehman Mulji

Keyword(s):

Decision Process ◽

Free Choice ◽

Masked Priming ◽

Local Context ◽

Previous Trial ◽

Target Response ◽

Global Context ◽

Sequential Trial

Left/right “fixed” responses to arrow targets are influenced by whether a masked arrow prime is congruent or incongruent with the required target response. Left/right “free-choice” responses on trials with ambiguous targets that are mixed among fixed trials are also influenced by masked arrow primes. We show that the magnitude of masked priming of both fixed and free-choice responses is greater when the proportion of fixed trials with congruent primes is .8 rather than .2. Unconscious manipulation of context can thus influence both fixed and free choices. Sequential trial analyses revealed that these effects of the overall prime context on fixed and free-choice priming can be modulated by the local context (i.e., the nature of the previous trial). Our results support accounts of masked priming that posit a memory-recruitment, activation, or decision process that is sensitive to aspects of both the local and global context.

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