Penketh, C (2015) Special Educational Needs and Art and Design Education: Plural Perspectives on Exclusion. Journal of Education Policy. ISSN 1464-5106 (Online)
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Abstract
Education policy proposals by the UK Coalition government appeared to be based on a process of consultation, participation and representation. However, policy formation seems to prioritise and confirm particular ways of knowing and being in the world. This paper recognises the ontological and epistemological invalidation at work in education policy by examining the shared context for policy formation in Special Educational Needs (SEN/D) and art and design education. There is value in recognising plurality, acknowledging the ways in which apparently singular policies relating to special education are understood through subject or disciplinary perspectives. The neoliberal aim to foster an economically productive ‘subject’ is evident in policy formation relating to art and design education as well as SEN/D. Both subjects, the disabled child and art and design education, are defined as excessive and are excluded where they do not conform to particular notions of productivity. The paper explores theoretical frameworks that are essential for recognising meaning in education when subjects cannot be put to work.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This is an Author's Original Manuscript of an article submitted for consideration in the Journal of Education Policy [copyright Taylor & Francis]; Journal of Education Policy is available online at http://www.tandfonline.com/doi/pdf/10.1080/02680939.2015.1113570" |
| Keywords: | special education, art and design education, disability studies, ableism, Neoliberalism, cripistemology |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Susan Blagbrough |
| Date Deposited: | 26 Feb 2016 15:59 |
| Last Modified: | 19 Feb 2021 15:52 |
| URI: | https://hira.hope.ac.uk/id/eprint/545 |
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