Difference in Policy and Politics: Dialogues in Confidence
Main Article Content
Keywords
disability studies, education, diversity
Abstract
This paper reports on a process of engagement with administrators and Government Ministers in dialogue about diversity that was informed by Disability Studies in Education, a discipline that critiques existing ways of thinking about disability, actively promotes more positive constructions and representations of disabled people’s lives and challenges conventional or traditional notions of normalcy. It took place within a project, initiated by Council of Europe, Policies and practices for socio-cultural diversity and involved the development of a framework of teacher competences for socio-cultural diversity. The paper charts the process of developing the framework and reports the dialogue that took place. The Ministers and administrators were encouraged to view teaching as a dialogue and to recognise teachers’ competence in responding to diversity, following Levinas (1969; 1996), a philosopher who addresses questions of ethics, as a continuing responsibility of teachers to their students.
References
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Allan, J., & Slee, R. (2008). Doing inclusive education research. Rotterdam: Sense.
Ball, S. (2000). Performativities and fabrication in the education economy: Towards the performative society? Australian Educational Researcher, 27(2), 1–23.
Ball, S. (2003). The teacher’s soul and the terror of performativity. Journal of Education Policy, 18(2), 215–228.
Ball, S. (2009). Editorial: The governance turn! Journal of Education Policy, 24(5), 537–538.
Biesta, G. (2008). Pedagogy with empty hands: Levinas, education and the question of being human. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 198-210). New York: Routledge.
Brantlinger, E. (2006). The big glossies: How textbooks structure (special) education. In E. Brantlinger (Ed.), Who benefits from special education? Remediating (fixing) other people’s children (pp. 44-75). Mahwah, NJ: Lawrence Erlbaum.
Butler, J. (2004). Precarious life. London: Verso.
Connor, D. (2006). Not so strange bedfelows: The promise of disability studies and critical race theory. In S. Gabel & S. Danforth (Eds.), Disability & the politics of education: An international reader (pp. 451-476). New York: Peter Lang.
Council of Europe. (2008a). Policies and practices for teaching sociocultural diversity: A survey report. Strasbourg, France: author.
Council of Europe. (2008b). White Paper on incultural dialogue: “Living together as equals in dignity.” Strasbourg, France: author.
Council of Europe. (2009). Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Strasbourg, France: author.
Council of Europe. (2010a). Declaration on the conference theme: “Education for sustainable democratic societies; the role of teachers.” 23rd Session of the Standing Conference of Ministers of Education. Retrieved from http://www.coe.int/t/DG4/EDUCATION/STANDINGCONF/MED-23-14%20E%20Declaration.pdf
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Critchley, J. (1999). The ethics of deconstruction. Scotland, UK: Edinburgh University Press.
Critchley, J. (2007). Infinitely demanding: Ethics of commitment, politics of resistance. London: Verso.
Derrida, J. (1992a). Force of law: The mystical foundation of authority (M. Quaintance, Trans.). In D. Cornell, M. Rosenfield & D. Carlson (Eds.), Deconstruction and the possibility of justice (pp. 3-67). New York/London: Routledge.
Derrida, J. (1992b). The other heading: Reflections on today’s Europe (P. Brault & M. Naas, Trans.). Bloomington/Indianapolis: Indiana University Press.
Derrida, J. (1993). Aporias. Stanford University Press.
Erevelles, N. (2006) Deconstructing difference: Doing disability studies in multicultural educational context. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education (pp. 363-378). New York: Peter Lang.
Ferri, B. (2006) Teaching to trouble. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education. New York: Peter Lang.
Gallagher, D. (2010). Hiding in plain sight: The nature and role of theory in learning disability labelling. Disability Studies Quarterly, 30(2). Retrieved from http://www.dsq-sds.org/article/view/1231/1278
Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Buckingham, England: Open University Press.
Hutchens, B. (2004). Levinas: A guide for the perplexed. London: Continuum.
Kliewer, C. (2006) Disability studies and young children: Finding relevance. In S. Danforth & S. Gabel (Eds.) Vital questions facing disability studies in education. New York: Peter Lang.
Kuppers, P. (2003), Disability and Contemporary Performance: Bodies on the Edge. New York/London: Routledge.
Levinas, E. (1969). Totality and infinity. Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1986). Dialogue with Emmanuel Levinas [Interview by Richard Kearney]. In R. A. Cohen (Ed.), Face to face with Levinas (pp. 13–33). Albany: State University of New York Press.
Levinas, E. (1996). Basic philosophical writings (A. Perperzak, S. Critchley, & R. Bernasconi, Eds.). Bloomington: Indiana University Press.
Levinas, E. (1998). Collected philsophical papers (A. Lingis, Trans.). Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1999). Alterity and transcendence. Columbia University Press: New York.
Lewis, A., & Armstrong, A. (2011). Editorial: The intersection of gender and disability: An international perspective. Review of Disability Studies, 7(1), 3-5.
Mahony, P., & Hextall, I. (2000). Reconstructing teaching: Standards, performance and accountability. London: RoutledgeFalmer.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In C. Chaiklin & J. Lave (Eds.). Understanding practice: Perspectives on activity and context (pp. 269–305). New York: Cambridge University Press.
Oliver, M. (1996). Understanding disability: From theory to practice. Basingstoke, England: Macmillan.
Organisation for Economic Co-operation and Development [OECD]. (2005). The definition and selection of key competencies. Retrieved from www.oecd.org/dataoecd/47/61/35070367.pdf
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149–162.
Putnam, R. (2007). E pluribus unum: Diversity and community in the twenty-first century; The 2006 Johan Skytte Prize lecture. Scandinavian Political Studies, 30, 137–174.
Rizvi, F. (2009, October 26). Working with diversity in transnational contexts. Keynote address to Diversity and Inclusion: Challenges for Teacher Education, final conference of the Council of Europe Project “Policies and Practices for Socio-cultural Diversity,” Oslo, Norway.
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. New York: Peter Lang.
Sleeter, C. (1987). Why is there learning disabilities? A critical analysis of the birth of the field in its social context. In T. Popkewitz (Ed.), The formation of school subjects: The struggle for creating an American institution (pp. 210-237). London: Falmer.
Smyth, J., & Shacklock, G. (1998). Remaking teaching: Ideology, policy and practice. London: Routledge.
Solis, S., & Connor, D. (2006). Theory meets practice: Disability studies and personal narratives in school. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education (pp. 103-119). New York: Peter Lang.
Thomas, G. (2008, March). Theory and the construction of pathology. Paper presented at the American Educational Research Association Annual Meeting, New York.
Tremain, S. (Ed.). (2008). Foucault and the government of disability. Ann Arbor: University of Michigan Press.
Valle, J. & Connor, D. (2010). Rethinking disability: A disability studies approach to inclusive practice. New York: McGraw-Hill.
Ware, L. (2001). Writing identity and the other: Dare we do disability studies? Journal of Teacher Education, 52(2), 107-123.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–66). Seattle, WA: Hogrefe & Huber.
World Health Organisation [WHO] and World Bank. (2011). World Report on Disability. Republic of Malta: WHO. Retrieved from http://whqlibdoc.who.int/publications/2011/9789240685215_eng.pdf
Allan, J., & Slee, R. (2008). Doing inclusive education research. Rotterdam: Sense.
Ball, S. (2000). Performativities and fabrication in the education economy: Towards the performative society? Australian Educational Researcher, 27(2), 1–23.
Ball, S. (2003). The teacher’s soul and the terror of performativity. Journal of Education Policy, 18(2), 215–228.
Ball, S. (2009). Editorial: The governance turn! Journal of Education Policy, 24(5), 537–538.
Biesta, G. (2008). Pedagogy with empty hands: Levinas, education and the question of being human. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 198-210). New York: Routledge.
Brantlinger, E. (2006). The big glossies: How textbooks structure (special) education. In E. Brantlinger (Ed.), Who benefits from special education? Remediating (fixing) other people’s children (pp. 44-75). Mahwah, NJ: Lawrence Erlbaum.
Butler, J. (2004). Precarious life. London: Verso.
Connor, D. (2006). Not so strange bedfelows: The promise of disability studies and critical race theory. In S. Gabel & S. Danforth (Eds.), Disability & the politics of education: An international reader (pp. 451-476). New York: Peter Lang.
Council of Europe. (2008a). Policies and practices for teaching sociocultural diversity: A survey report. Strasbourg, France: author.
Council of Europe. (2008b). White Paper on incultural dialogue: “Living together as equals in dignity.” Strasbourg, France: author.
Council of Europe. (2009). Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Strasbourg, France: author.
Council of Europe. (2010a). Declaration on the conference theme: “Education for sustainable democratic societies; the role of teachers.” 23rd Session of the Standing Conference of Ministers of Education. Retrieved from http://www.coe.int/t/DG4/EDUCATION/STANDINGCONF/MED-23-14%20E%20Declaration.pdf
Council of Europe. (2010b). Policies and practices for teaching sociocultural diversity: A framework of teacher competences for engaging with diversity. Strasbourg, France: author.
Critchley, J. (1999). The ethics of deconstruction. Scotland, UK: Edinburgh University Press.
Critchley, J. (2007). Infinitely demanding: Ethics of commitment, politics of resistance. London: Verso.
Derrida, J. (1992a). Force of law: The mystical foundation of authority (M. Quaintance, Trans.). In D. Cornell, M. Rosenfield & D. Carlson (Eds.), Deconstruction and the possibility of justice (pp. 3-67). New York/London: Routledge.
Derrida, J. (1992b). The other heading: Reflections on today’s Europe (P. Brault & M. Naas, Trans.). Bloomington/Indianapolis: Indiana University Press.
Derrida, J. (1993). Aporias. Stanford University Press.
Erevelles, N. (2006) Deconstructing difference: Doing disability studies in multicultural educational context. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education (pp. 363-378). New York: Peter Lang.
Ferri, B. (2006) Teaching to trouble. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education. New York: Peter Lang.
Gallagher, D. (2010). Hiding in plain sight: The nature and role of theory in learning disability labelling. Disability Studies Quarterly, 30(2). Retrieved from http://www.dsq-sds.org/article/view/1231/1278
Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Buckingham, England: Open University Press.
Hutchens, B. (2004). Levinas: A guide for the perplexed. London: Continuum.
Kliewer, C. (2006) Disability studies and young children: Finding relevance. In S. Danforth & S. Gabel (Eds.) Vital questions facing disability studies in education. New York: Peter Lang.
Kuppers, P. (2003), Disability and Contemporary Performance: Bodies on the Edge. New York/London: Routledge.
Levinas, E. (1969). Totality and infinity. Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1986). Dialogue with Emmanuel Levinas [Interview by Richard Kearney]. In R. A. Cohen (Ed.), Face to face with Levinas (pp. 13–33). Albany: State University of New York Press.
Levinas, E. (1996). Basic philosophical writings (A. Perperzak, S. Critchley, & R. Bernasconi, Eds.). Bloomington: Indiana University Press.
Levinas, E. (1998). Collected philsophical papers (A. Lingis, Trans.). Pittsburgh, PA: Duquesne University Press.
Levinas, E. (1999). Alterity and transcendence. Columbia University Press: New York.
Lewis, A., & Armstrong, A. (2011). Editorial: The intersection of gender and disability: An international perspective. Review of Disability Studies, 7(1), 3-5.
Mahony, P., & Hextall, I. (2000). Reconstructing teaching: Standards, performance and accountability. London: RoutledgeFalmer.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In C. Chaiklin & J. Lave (Eds.). Understanding practice: Perspectives on activity and context (pp. 269–305). New York: Cambridge University Press.
Oliver, M. (1996). Understanding disability: From theory to practice. Basingstoke, England: Macmillan.
Organisation for Economic Co-operation and Development [OECD]. (2005). The definition and selection of key competencies. Retrieved from www.oecd.org/dataoecd/47/61/35070367.pdf
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149–162.
Putnam, R. (2007). E pluribus unum: Diversity and community in the twenty-first century; The 2006 Johan Skytte Prize lecture. Scandinavian Political Studies, 30, 137–174.
Rizvi, F. (2009, October 26). Working with diversity in transnational contexts. Keynote address to Diversity and Inclusion: Challenges for Teacher Education, final conference of the Council of Europe Project “Policies and Practices for Socio-cultural Diversity,” Oslo, Norway.
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. New York: Peter Lang.
Sleeter, C. (1987). Why is there learning disabilities? A critical analysis of the birth of the field in its social context. In T. Popkewitz (Ed.), The formation of school subjects: The struggle for creating an American institution (pp. 210-237). London: Falmer.
Smyth, J., & Shacklock, G. (1998). Remaking teaching: Ideology, policy and practice. London: Routledge.
Solis, S., & Connor, D. (2006). Theory meets practice: Disability studies and personal narratives in school. In S. Danforth & S. Gabel (Eds.), Vital questions facing disability studies in education (pp. 103-119). New York: Peter Lang.
Thomas, G. (2008, March). Theory and the construction of pathology. Paper presented at the American Educational Research Association Annual Meeting, New York.
Tremain, S. (Ed.). (2008). Foucault and the government of disability. Ann Arbor: University of Michigan Press.
Valle, J. & Connor, D. (2010). Rethinking disability: A disability studies approach to inclusive practice. New York: McGraw-Hill.
Ware, L. (2001). Writing identity and the other: Dare we do disability studies? Journal of Teacher Education, 52(2), 107-123.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–66). Seattle, WA: Hogrefe & Huber.
World Health Organisation [WHO] and World Bank. (2011). World Report on Disability. Republic of Malta: WHO. Retrieved from http://whqlibdoc.who.int/publications/2011/9789240685215_eng.pdf
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Oct 13, 2014
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Author Biography
Julie Allan, Professor of Education, University of Stirling, Scotland, UK
Julie Allan is a Professor of Education at the University of Stirling, Scotland, UK, and a visiting professor at the University of Boras, Sweden.