Normative approaches to justice in physical education for pupils with physical disabilities – dilemmas of recognition and redistribution

Abstract

Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with the dilemma whereby the notion of ‘disability’ is perceived as ought not to matter but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where the demand is for justice and equity. Fraser’s notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

Keywords:

• identity
• social status
• disability
• physical education

Notes

1. In this text we use the ICF’s terminology and make a distinction between impairment and disability. The terminology of impairment is used when referring to body structure and body functions. Disability is regarded as an umbrella concept when talking about the negative outcomes of the interaction between individual impairments and contextual factors in the surrounding environment. When quoting or referring to other authors or sources we have applied their use of language about disability and impairment.