Unspeakable: the discursive production of a ‘tragic subject’ among children in the early childhood classroom

References

• Braidotti, R. 1994. Nomadic Subjects: Embodiment and Sexual Difference in Contemporary Feminist Theory. New York: Columbia University Press.
   Google Scholar
• Butler, J. 1993. Bodies That Matter: On the Discursive Limits of “Sex”. New York: Routledge.
   Google Scholar
• Butler, J. 1997. The Psychic Life of Power: Theories of Subjection. Stanford, CA: Stanford University Press.
   Google Scholar
• Campbell, F. K. 2009. Contours of Ableism: The Production of Disability and Abledness. Hampshire: Palgrave MacMillan.
   Google Scholar
• Cannella, G. S. 1997. Deconstructing Early Childhood Education: Social Justice & Revolution. New York: Peter Lang.
   Google Scholar
• Clapton, J. 2003. “Tragedy and Catastrophe: Contentious Discourse of Ethics and Disability.” Journal of Intellectual Disability Research 47 (7): 540–546.
   PubMedGoogle Scholar
• Cologon, K. 2010. Inclusive Education in the Early Years. Melbourne: Oxford University Press.
   Google Scholar
• Darke, P.A. 2004. “The Changing Face of Representations of Disability in the Media.” In Disabling Barriers, Enabling Environments, edited by J. Swain, S. French, C. Barnes and C. Thomas, 100–105. London: Sage.
   Google Scholar
• Davies, B. 1989. Frogs and Snails and Feminist Tales: Preschool Children and Gender. Sydney: Allen & Unwin.
   Google Scholar
• Davies, B. 2006. “Subjectification: The Relevance of Butler’s Analysis for Education.” British Journal of Sociology of Education 27 (4): 425–438.
   Web of Science ®Google Scholar
• Dempsey, I. 2012. “The Use of Individual Education Programs for Children in Australian Schools.” Australasian Journal of Special Education 36 (1): 21–31.
   Google Scholar
• De Schauwer, E., I. Van de Putte, L. Claes, M. Verstichele, and B. Davies. 2016. “Shildrick’s Monster: Exploring a New Approach to Difference/Disability Through Collective Biography.” Disability & Society 31 (8): 1098–1111.
   Web of Science ®Google Scholar
• Douglas, M. 1966. Purity and Danger: An Analysis of Concepts of Pollution and Taboo. London: Routledge.
   Google Scholar
• Dreyfus, H. L., and Rabinow, P. 1982. Michel Foucault: Beyond Structuralism and Hermeneutics. Brighton, Sussex: The Harvester Press.
   Google Scholar
• Foucault, M. 1977. Discipline and Punish: The Birth of the Prison. London: Penguin.
   Google Scholar
• Foucault, M. 1997. On the Genealogy of Ethics: An Overview of Work in Progress. In Michel Foucault: Ethics, Subjectivity and Truth, the Essential Works of Michel Foucault (Vol. 1), edited by P. Rabinow. New York: New York Press.
   Google Scholar
• Foucault, M. 2006. History of Madness. Oxon: Routledge.
   Google Scholar
• Foucault, M. 2008. The History of Sexuality: The Will to Knowledge Volume 1. USA: Penguin Group.
   Google Scholar
• Goodley, D. 2014. Disability Studies: Theorising Disablism and Ableism. London: Routledge.
   Google Scholar
• Goodley, D. 2017. Disability Studies: An Interdisciplinary Approach. London: Sage.
   Google Scholar
• Guralnick, M. J. 2011. “Why Early Intervention Works: A Systems Perspective.” Infants & Young Children 24 (1): 6–28.
   PubMed Web of Science ®Google Scholar
• Harré, R., and L. van Langenhove. 1999. Positioning Theory: Moral Contexts of Intentional Action. Oxford: Blackwell Publishers.
   Google Scholar
• Harwood, V. 2010. “Mobile Asylums: Psychopathologisation as a Personal, Portable Psychiatric Prison.” Discourse: Studies in the Cultural Politics of Education 31 (4): 437–451.
   Web of Science ®Google Scholar
• Kearney, A., and R. Kane. 2006. “Inclusive Education Policy in New Zealand: Reality or Ruse.” International Journal of Inclusive Education 10 (2-3): 201–219.
   Google Scholar
• Kristeva, J. 1982. Powers of Horror: An Essay on Abjection. New York: Columbia University Press.
   Google Scholar
• Macartney, B. C. 2012. “Teaching Through an Ethics of Belonging, Care and Obligation as a Critical Approach to Transforming Education.” International Journal of Inclusive Education 16 (2): 171–183.
   Web of Science ®Google Scholar
• MacLure, M., L. Jones, R. Holmes, and C. MacRae. 2012. “Becoming a Problem: Behaviour and Reputation in the Early Years’ Classroom.” British Education Research Journal 38 (3): 447–471.
   Web of Science ®Google Scholar
• Macy, M., K. Marks, and A. Towle. 2014. “Missed, Misused, or Mismanaged: Improving Early Detection Systems to Optimize Child Outcomes.” Topics in Early Childhood Special Education 34 (2): 94–105.
   Web of Science ®Google Scholar
• Oliver, M. 2013. “The Social Model of Disability: Thirty Years on.” Disability & Society 28 (7): 1024–1026.
   Web of Science ®Google Scholar
• Petersen, E. B., and Z. Millei, eds. 2016. Interrupting the Psy-disciplines in Education. London: Palgrave Macmillan.
   Google Scholar
• Petriwyski, A. 2010. “Who has Rights to What? Inclusion in Australian Early Childhood Programs.” Contemporary Issues in Early Childhood 11 (4): 342–352.
   Google Scholar
• Robey, K. L., L. Beckley, and M. Kirschner. 2006. “Implicit Infantilizing Attitudes about Disability.” Journal of Developmental and Physical Disabilities 18 (4): 441–453.
   Web of Science ®Google Scholar
• Robinson, K. H., and C. Jones-Diaz. 2006. Diversity and Difference in Childhood: Issues for Theory and Practice. London: Open University Press.
   Google Scholar
• Salisbury, C., J. Woods, P. Snyder, K. Moddelmog, H. Mawdsley, M. Romano, and K. Windsor. 2017. “Caregiver and Provider Experiences With Coaching and Embedded Intervention.” Topics in Early Childhood Special Education 38 (1): 17–29.
   Web of Science ®Google Scholar
• Shakespeare, T. 2006. “The Social Model of Disability.” In The Disability Studies Reader edited by L.J. Davis, 195–203. New York: Routledge.
   Google Scholar
• Shildrick, M. 2005. “The Disabled Body, Genealogy and Undecidability.” Cultural Studies 19 (6): 755–770.
   Web of Science ®Google Scholar
• Slee, R. 2011. The Irregular School: Exclusion, Schooling and Inclusive Education. Oxon: Routledge.
   Google Scholar
• Slee, R. 2013. “How do We Make Inclusive Education Happen When Exclusion is a Political Predisposition.” International Journal of Inclusive Education 17 (8): 895–907.
   Web of Science ®Google Scholar
• Smith, P. 2004. “Whiteness, Normal Theory and Disability Studies.” Disability Studies Quarterly 24 (2): 1–30.
   Google Scholar
• Solis, S. 2006. “I’m Coming Out as Disabled But I’m Staying in to Rest: Reflecting on Elected and Imposed Segregation.” Equity & Excellence in Education 39: 146–153.
   Google Scholar
• Stiker H.-J. 1999. A History of Disability (Translated by W. Sayers). MI: The University of Michigan Press.
   Google Scholar
• Swain, J., and S. French. 2004. “Whose Tragedy: Towards a Personal Non-Tragedy View of Disability.” In Disabling Barriers – Enabling Environments, edited by S. French, J. Swain, C. Barnes, and C. Thomas, 34–40. London: Sage.
   Google Scholar
• Underwood, K., A. Valeo, and R. Wood. 2012. “Understanding Inclusive Early Childhood Education: A Capability Approach.” Contemporary Issues in Early Childhood 13 (4): 290–299.
   Google Scholar
• Walkerdine, V. 1988. The Mastery of Reason: Cognitive Development and the Production of Rationality. London: Routledge.
   Google Scholar
• Watson, K. 2017. Inside the ‘Inclusive’ Early Childhood Classroom: The Power of the ‘Normal’. New York: Peter Lang.
   Google Scholar
• Wilder, E. I. 2006. Wheeling and Dealing: Living with Spinal Cord Injury. Nashville: Vanderbilt University Press.
   Google Scholar