Penketh, Claire (2014) Invention and repair: disability and education after the UK Coalition Government. Disability and Society, 29 (9). pp. 1486-1490. ISSN 1360-0508 (Online)
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Abstract
This short paper examines the extent to which the UK Coalition Government has been inventive or reparatory in their approach to policies governing the education of disabled children and young people. Of central concern here is the extent to which policies contribute to the invention of the disabled child by conceptualising their education as a constant process of reparation. I argue here that this landscape of policy proposals creates particular problems for the ways in which the pedagogic relationship can be conceptualised, reinforcing teaching as a complex negotiation of deficit and anxiety.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This is an Author's Original Manuscript of an article submitted for consideration in Disability & Society [copyright Taylor & Francis]; The Disability & Society is available online at http://www.tandfonline.com/doi/abs/10.1080/09687599.2014.948751 |
| Keywords: | education policy, Special Education Needs |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Susan Blagbrough |
| Date Deposited: | 26 Feb 2016 16:03 |
| Last Modified: | 19 May 2021 10:29 |
| URI: | https://hira.hope.ac.uk/id/eprint/819 |
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