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International Journal of Inclusive Education Volume 11, 2007 - Issue 3: Pedagogies as an issue of social justice and inclusion
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Original Articles

Towards socially just pedagogies: Deleuzoguattarian critical disability studies

Dan Goodley Research Institute of Health and Social Change, Division of Psychology and Social Change, Manchester Metropolitan University, Manchester, UKCorrespondence[email protected]
Pages 317-334 | Published online: 01 May 2007

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Zeta Williams-Brown, Alan Hodkinson & Michael Jopling. (2023) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13 0:0, pages 1-13.
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Ben Whitburn & Dan Goodley. (2022) Storying disability’s potential. International Journal of Inclusive Education 26:4, pages 415-428.
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Anastasia Liasidou & Elissavet Ioannidou. (2021) Disability-related bullying and its discursive formations and enactments in the social ecology of schooling. Discourse: Studies in the Cultural Politics of Education 42:4, pages 499-512.
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Susan Flynn. (2021) Making Acquaintance: Compatibility of Critical Disability Studies Conventions with Child Protection and Welfare Social Work Practice in Ireland. Practice 33:2, pages 137-148.
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Susan Flynn. (2021) Exploring internal critique: theoretically developed critical commentary on the Self-Appraisal of critical disability studies. Disability & Society 36:1, pages 1-18.
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Greg Mannion. (2020) Re-assembling environmental and sustainability education: orientations from New Materialism. Environmental Education Research 26:9-10, pages 1353-1372.
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Macarena García-González, Soledad Véliz & Claudia Matus. (2020) Think difference differently? Knowing/becoming/doing with picturebooks. Pedagogy, Culture & Society 28:4, pages 543-562.
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Sarah N. Snyder, Kendra-Ann Pitt, Fady Shanouda, Jijian Voronka, Jenna Reid & Danielle Landry. (2019) Unlearning through Mad Studies: Disruptive pedagogical praxis. Curriculum Inquiry 49:4, pages 485-502.
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Remy Yi Siang Low. (2019) Education as/against cruelty: On Etienne Balibar's Violence and Civility. Educational Philosophy and Theory 51:6, pages 640-649.
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Kathleen King Thorius. (2019) The construction, expression, and consequences of difference in education practice, policy, and research. International Journal of Qualitative Studies in Education 32:3, pages 211-216.
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Alan Hodkinson & Leah Burch. (2019) The 2014 special educational needs and disability code of practice: old ideology into new policy contexts?. Journal of Education Policy 34:2, pages 155-173.
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Michelle A. Honeyford & Jennifer Watt. (2018) Burrowing and becoming: teaching writing in uncertain times. Pedagogies: An International Journal 13:3, pages 260-279.
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Maria Helena Martins, Maria Leonor Borges & Teresa Gonçalves. (2018) Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education 22:5, pages 527-542.
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Kathryn J. Strom. (2018) “That’s Not Very Deleuzian”: Thoughts on interrupting the exclusionary nature of “High Theory”. Educational Philosophy and Theory 50:1, pages 104-113.
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Anna-Maija Niemi & Reetta Mietola. (2017) Between hopes and possibilities. (Special) educational paths, agency and subjectivities. Scandinavian Journal of Disability Research 19:3, pages 218-229.
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Mattias Nilsson Sjöberg. (2017) (Un)becoming dysfunctional: ADHD and how matter comes to matter. International Journal of Inclusive Education 21:6, pages 602-615.
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Jonathan Vincent, Megan Potts, Daniel Fletcher, Simon Hodges, Jenny Howells, Alex Mitchell, Brett Mallon & Thomas Ledger. (2017) ‘I think autism is like running on Windows while everyone else is a Mac’: using a participatory action research approach with students on the autistic spectrum to rearticulate autism and the lived experience of university. Educational Action Research 25:2, pages 300-315.
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Susan Flynn. (2017) Engaging with materialism and material reality: critical disability studies and economic recession. Disability & Society 32:2, pages 143-159.
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Sue Casement, Carmen Carpio de los Pinos & Rachel Forrester-Jones. (2017) Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England. International Journal of Inclusive Education 21:1, pages 73-89.
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Michael Feely. (2016) Disability studies after the ontological turn: a return to the material world and material bodies without a return to essentialism. Disability & Society 31:7, pages 863-883.
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Claire Penketh. (2016) Special educational needs and art and design education: plural perspectives on exclusion. Journal of Education Policy 31:4, pages 432-442.
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Kathryn Ecclestone & Daniel Goodley. (2016) Political and educational springboard or straitjacket? Theorising post/human subjects in an age of vulnerability. Discourse: Studies in the Cultural Politics of Education 37:2, pages 175-188.
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Anastasia Liasidou & Androniki Antoniou. (2015) Head teachers’ leadership for social justice and inclusion. School Leadership & Management 35:4, pages 347-364.
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Elizabeth J. Done, Mike Murphy & Helen Knowler. (2015) Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy 30:1, pages 86-100.
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Anna-Maija Niemi & Tuuli Kurki. (2014) Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training. Disability & Society 29:10, pages 1631-1644.
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Anastasia Liasidou & Cathy Svensson. (2014) Educating leaders for social justice: the case of special educational needs co-ordinators. International Journal of Inclusive Education 18:8, pages 783-797.
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Anat Greenstein. (2014) Is this inclusion? Lessons from a very ‘special’ unit. International Journal of Inclusive Education 18:4, pages 379-391.
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E. Done, M. Murphy & M. Irving. (2013) In search of inclusive non-dualistic pedagogies through collaborative and affective learning events. International Journal of Inclusive Education 17:6, pages 584-596.
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Jane Grellier. (2013) Rhizomatic mapping: spaces for learning in higher education. Higher Education Research & Development 32:1, pages 83-95.
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Tanya Titchkosky. (2012) The Ends of the Body as Pedagogic Possibility. Review of Education, Pedagogy, and Cultural Studies 34:3-4, pages 82-93.
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Manuel Madriaga, Katie Hanson, Helen Kay & Ann Walker. (2011) Marking-out normalcy and disability in higher education. British Journal of Sociology of Education 32:6, pages 901-920.
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Dan Goodley & Katherine Runswick-Cole. (2011) Something in the Air? Creativity, culture and community. Research in Drama Education: The Journal of Applied Theatre and Performance 16:1, pages 75-91.
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Alison Wilde & Elias Avramidis. (2011) Mixed feelings: towards a continuum of inclusive pedagogies. Education 3-13 39:1, pages 83-101.
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LisaA. Mazzei & Kate McCoy. (2010) Thinking with Deleuze in qualitative research. International Journal of Qualitative Studies in Education 23:5, pages 503-509.
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Manuel Madriaga, Katie Hanson, Caroline Heaton, Helen Kay, Sarah Newitt & Ann Walker. (2010) Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences. Studies in Higher Education 35:6, pages 647-658.
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Manuel Madriaga & Dan Goodley. (2010) Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education 14:2, pages 115-131.
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A. Rossiter, A. Nortcliffe, A. Griffin & A. Middleton. (2009) Using student generated audio to enhance learning. Engineering Education 4:2, pages 52-61.
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Elias Avramidis & Alison Wilde. (2009) Evaluating the social impacts of inclusion through a multi-method research design. Education 3-13 37:4, pages 323-334.
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Shaun Grech. (2009) Disability, poverty and development: critical reflections on the majority world debate. Disability & Society 24:6, pages 771-784.
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Anastasia Liasidou. (2008) Critical discourse analysis and inclusive educational policies: the power to exclude. Journal of Education Policy 23:5, pages 483-500.
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Dan Goodley & Griet Roets. (2008) The (be)comings and goings of ‘developmental disabilities’: the cultural politics of ‘impairment’. Discourse: Studies in the Cultural Politics of Education 29:2, pages 239-255.
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Tanushree Sarkar. Learning for all? Ableism, education policy, and the 'global learning crisis' in India. International Journal of Inclusive Education 0:0, pages 1-17.
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