Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-28T13:01:46.542Z Has data issue: false hasContentIssue false

25 - Disability and Democratic Education

from Part Three - Key Topics and Concepts

Published online by Cambridge University Press:  20 April 2023

Julian Culp
Affiliation:
The American University of Paris, France
Johannes Drerup
Affiliation:
Universität Dortmund
Douglas Yacek
Affiliation:
Universität Dortmund
Get access

Summary

Publications on citizenship, democracy, and disability tend to focus almost exclusively on the labor market, the political system, as well as assistance and support, and not on education. The same holds true in reverse. Democracy in relation to education and schooling is often discussed in a restricted manner. Disability is not treated with specific interest in this context. This chapter addresses this gap with a specific focus on John Dewey’s theoretical considerations. It first outline key aspects of Dewey’s theoretical framework before turning to the issue of disability and the specific risks it entails for democratic life in general and democratic participation in particular. It then explores the question of whether Dewey’s pragmatist approach can be used to make progress for disabled people’s education. It particularly discusses tensions and dilemmas that disability poses for democratic and inclusive education.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abowitz, K. K. (2017). “A mode of associated living”: The distinctiveness of Deweyan democracy. In Waks, L. J. & English, A. R., eds., John Dewey’s Democracy and Education: A centennial handbook. Cambridge: Cambridge University Press, pp. 6472.Google Scholar
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 716.Google Scholar
Barclay, L. (2013). Cognitive impairment and the right to vote: A strategic approach. Journal of Applied Philosophy, 30(2), 146–59.CrossRefGoogle Scholar
Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.Google Scholar
Calder, G. (2011). Inclusion and participation: Working with the tensions. Studies in Social Justice, 5(2), 183–96.Google Scholar
Castel, R. (2002). From manual workers to wage laborers: Transformation of the social question. New Brunswick: Transaction.Google Scholar
Danforth, S. (2008). John Dewey’s contributions to an educational philosophy of intellectual disability. Educational Theory, 58, 4562.CrossRefGoogle Scholar
Dewey, J. (2008a). The middle works, 1899–1924. Ed. by Boydston, J. A.. Carbondale, IL: Southern Illinois University Press.Google Scholar
Dewey, J. (2008b). The later works, 1925–1953. Ed. by Boydston, J. A.. Carbondale, IL: Southern Illinois University Press.Google Scholar
Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107–20.Google Scholar
Fricker, M. (2007). Epistemic justice: Power and the ethics of knowing. Oxford: Oxford University Press.Google Scholar
Garrison, J., Neubert, S., & Reich, K. (2017). The social as the “inclusive philosophic idea” of democracy and education: Some constructivists’ reflections. In Waks, L. J. & English, A. R., eds., John Dewey’s Democracy and Education: A centennial handbook. Cambridge: Cambridge University Press, pp. 290303.CrossRefGoogle Scholar
Gutmann, A. (1999). Democratic education (with a new preface and epilogue). Princeton, NJ: Princeton University Press.Google Scholar
Halvorsen, R., Hvinden, B., Bickenbach, J., Ferri, D., & Guillén Rodriguez, A. M. (2017). The contours of the emerging disability policy in Europe: Revisiting the multi-level and multi-actor framework. In Halvorsen, R., Hvinden, B., Bickenbach, J., Ferri, D., & Guillén Rodriguez, A. M., eds., The changing disability policy system – Active citizenship and disability in Europe. Vol. 1. Abingdon: Routledge, pp. 215–34.Google Scholar
Heffernan, A. K. (2020). Disability: A democratic dilemma. Chicago, IL: University of Chicago.Google Scholar
Held, D. (1987). Models of democracy. Cambridge: Polity Press.Google Scholar
Jones, P., & Danforth, S. (2015). From special education to integration to genuine inclusion. In Jones, P. & Danforth, S., eds., Foundations of inclusive education research. Bingley: Emerald, pp. 121.Google Scholar
Kricke, M., & Neubert, S. (2020). Inclusive education as a democratic challenge – Ambivalences of communities in contexts of power. In Kricke, M. & Neubert, S., eds., New studies in Deweyan education: Democracy and Education revisited. London: Routledge, pp. 4969.Google Scholar
Masschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus. Studies in Philosophy and Education, 24(2), 117–38.CrossRefGoogle Scholar
Masschelein, J., & Simons, M. (2010). The hatred of public schooling: The school as the mark of democracy. Educational Philosophy and Theory, 42(5–6), 666–82.Google Scholar
Meyer, J. W. (1977). The effects of education as an institution. American Journal of Sociology, 83(1), 5577.Google Scholar
Minow, M. (1985). Learning to live with the dilemma of difference: Bilingual and special education. Law and Contemporary Problems, 48(2), 157211.Google Scholar
Minow, M. (1990). Making all the difference – Inclusion, exclusion, and American law. Ithaca, NY: Cornell University Press.Google Scholar
Mullins, R. (2019). Using Dewey’s conception of democracy to problematize the notion of disability in public education. Journal of Culture and Values in Education, 2(1), 117.CrossRefGoogle Scholar
Obelleiro, G. (2017). Democracy without telos: Education for a future uncertain: On chapter 5: Preparation, unfolding and formal discipline. In English, A. R. & Waks, L. J., eds., John Dewey’s Democracy and Education: A centennial handbook. Cambridge: Cambridge University Press, pp. 4653.Google Scholar
Olson, K. (2008). Participatory parity and democratic justice. In Olson, K., ed., Adding insult to injury – Nancy Fraser debates her critics. London: Verso, pp. 246–72.Google Scholar
Parsons, T. (1967). Sociological theory and modern society. New York: The Free Press.Google Scholar
Pring, R. (2017a). Philosophy of education. In Waks, L. J. & English, A. R., eds., John Dewey’s Democracy and Education: A centennial handbook. Cambridge: Cambridge University Press, pp. 340–48.Google Scholar
Pring, R. (2017b). Educational philosophy of John Dewey and its relevance to current dilemmas in education. Education in the North, 24(1), 315.Google Scholar
Rogach Alexander, N., & Kitcher, P. (2021). Educating democratic character. Moral Philosophy and Politics, 8(1), 5180.Google Scholar
Scully, J. L. (2018). From “she would say that, wouldn’t she?” to “does she take sugar?” Epistemic injustice and disability. International Journal of Feminist Approaches to Bioethics, 11(1), 106–24.Google Scholar
Shandra, C. L. (2018). Disability as inequality: Social disparities, health disparities, and participation in daily activities. Social Forces, 97(1), 157–92.Google Scholar
Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39(3), 473–90.Google Scholar
UNESCO. (2000). Inclusion in education: The participation of disabled learners. Paris: UNESCO.Google Scholar
Wilson, T., & Ryg, M. (2015). Becoming autonomous: Nonideal theory and educational autonomy. Educational Theory, 65(2), 127–50.Google Scholar
Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.Google Scholar
Young, I. M. (2000). Inclusion and democracy. Oxford: Oxford University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×