Rethinking Inclusive Education: The Philosophers Of Difference In Practice (inclusive Education: Cross Cultural Perspectives)

RETHINKING INCLUSIVE EDUCATION: THE PHILOSOPHERS OF DIFFERENCE IN PRACTICE Inclusive Education: Cross Cultural Perspectives VOLUME 5. Series Editor Len Barton, Institute of Education, University of London, United Kingdom Marcia Rioux, School of Health, Policy & Management, Atkinson Faculty of Liberal & Professional Studies, York University, Toronto, Ontario, Canada Editorial Board Mithu Alur, National Resource Centre for Inclusion, Bandra (West), Mumbai, India Susan Peters, College of Education, Michigan State University, East Lansing, MI, U.S.A. Roger Slee, Faculty of Education, McGill University, Montreal, Canada Ronald G. Sultana, Euro-Mediterranean Centre for Educational Research, University of Malta Msida, Malta SCOPE OF THE SERIES This series is concerned with exploring the meaning and function of inclusive education in a world characterised by rapid social, economic and political change. The question of inclusion and exclusion will be viewed as a human rights issue, in which concerns over issues of equity, social justice and participation will be of central significance. The series will provide an inter-disciplinary approach and draw on research and ideas that will contribute to an awareness and understanding of cross-cultural insights and questions. Dominant assumptions and practices will be critically analysed thereby encouraging debate and dialogue over such fundamentally important values and concerns. The titles published in this series are listed at the end of this volume Rethinking Inclusive Education: The Philosophers of Difference in Practice By JULIE ALLAN University of Stirling, Scotland, UK A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN 978-1-4020-6092-2 (HB) ISBN 978-1-4020-6093-9 (e-book) Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com Printed on acid-free paper All Rights Reserved © 2008 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. CONTENTS Foreword vii Acknowledgements ix Introduction 1 Part One: The state of inclusion Chapter 1: Territories of failure Chapter 2: The repetition of exclusion in policy and legislation Chapter 3: Excluding research 9 25 43 Part Two: Putting the philosophers to work on inclusion Chapter 4: Deleuze and Guattari’s smooth spaces Chapter 5: Derrida and the (im)possibilities of justice Chapter 6: Foucault and the art of transgression 55 71 85 Part Three: Rethinking inclusion? Chapter 7: Teachers and students: subverting, subtracting, inventing Chapter 8: Nomadic learning to teach: recognition, rupture and repair Chapter 9: Performing inclusion: instructive arts experiences Chapter 10: Inclusive research? Chapter 11: The politics of inclusion 101 117 131 145 153 References 165 Index 185 v FOREWORD One of the important r