Abstract:This thesis explores how (dis)abled children in one inner-city English primary school experience classroom space in an embodied way. It takes Disabled Children’s Childhood Students (DCCS) as a starting point and applies Deleuzoguattarian ideas such as the assemblage and becoming, to contribute new knowledge to how classroom space disables and enables. The study took place over a seven-month period and involved 47 children who, in a novel approach, took part regardless of a label of special educational needs (S… Show more
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