Diskursanalyse

Traue, Boris; Pfahl, Lisa; Schürmann, Lena

doi:10.1007/978-3-531-18939-0_34

Cited by 27 publications

(1 citation statement)

References 11 publications

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“…Common to all approaches is the assumption that institutions form and shape the actions of social actors and that social actors, in turn, generate, maintain, and change these institutions (Koch and Schemmann 2009, 7). In social sciences, discourse analysis is characterized by a wide variety of approaches (Traue, Pfahl, and Schürmann 2014). Despite different foci, all approaches share an interest in the ways in which social realities or phenomena are constructed through communicative processes (Angermuller 2015, 510).…”

Section: A Human Rights Models Of Disability In Educationmentioning

confidence: 99%

Translating Human Rights in Education

Biermann¹

2022

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Legally backed by the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD), inclusive education has gained momentum as a global human rights paradigm in recent years. But how does Article 24 of the convention actually influence the development of inclusive school systems within state parties? The book probes current meanings of inclusive education in two contrasting state parties to the UN CRPD: Nigeria, whose school system overtly excludes disabled children, and Germany, where this group primarily learns in special schools. The paradox of disability segregation being maintained despite rhetorical and legal support for inclusive education counters long-held views on the fundamental differences in reform processes in contrasting world regions. In both countries, policy actors aim to realize the right to inclusive education by segregating students with disabilities into special education settings. In Nigeria, the demand for special education arises from the glaring lack of such a system, but in Germany, conversely, from its extraordinary long-term institutionalization. This act of diverging from the principles embodied in Article 24 is based on the steadfast and shared belief that school systems that place students in special education has an innate advantage in realizing the right to education for persons with disabilities. Accordingly, inclusion emerges as an evolutionary and linear process of educational expansion that depends on institutionalized special education, not a right of persons with disabilities to be realized in local schools on an equal basis with others. Based on this result, the book reveals that the crucial factor undermining the realization of Article 24 of the UN CRPD is the discursive-institutional power of special education to corroborate each nation's progress in providing "Education for All," or the lack of it-both nationally and internationally. Based on this result, the book proposes a refined human rights model of disability in education that shifts the analytical focus toward the global politics of formal mass schooling as a space where discrimination is sustained.

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Section: A Human Rights Models Of Disability In Educationmentioning

confidence: 99%