Special Education and Globalization illustrates the way in which
inclusive education has become the dominant discourse across Europe
and the wider international context. Contributions to this book
highlight the tensions evident within each jurisdiction, related to
the construction of disability within specific historical and
cultural antecedents. These tensions often involve the relationship
between official policy discourses and grassroots practices based
on the assumptions of classroom practitioners who may have strong
views on individual deficits. Parents and voluntary organisations
may also have an interest in asserting the 'specialness' of
specific conditions which require provision outside the mainstream.
Finally, the emergence of new bureaucratic structures in an era of
heightened national and individual competition often run counter to
the ethos of co-operation which informs inclusive practice. This
book was originally published as a special issue of Discourse:
Studies in the Cultural Politics of Education.
General
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