489
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Inclusive education and Barrierefreiheit: some social-epistemological considerations

References

  • Bekker, T. 2013. “Ensuring Epistemological Access.” In Education Studies, edited by K. Horsthemke, P. Siyakwazi, E. Walton and C. Wolhuter, 463–485. Cape Town: Oxford University Press South Africa.
  • Duffy, T. M., and D. Cunningham. 1996. “Constructivism: Implications for the Design and Delivery of Instruction.” In Handbook of Research for Educational Communications and Technology, edited by D. Jonnasen, 170–198. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Foucault, M. 1984. “Truth and Power.” In The Foucault Reader, edited by P. Rabinow, 51–75. New York: Pantheon Books.
  • Fricker, M. 2007. Epistemic Injustice: Power and the Ethics of Knowing. Oxford: Oxford University Press.10.1093/acprof:oso/9780198237907.001.0001
  • Goldman, A. I. 1992. “Epistemic Paternalism: Communication Control in Law and Society.” In Liaisons: Philosophy Meets the Cognitive and Social Sciences, 209–225. Cambridge, MA: MIT Press.
  • Grosche, M. 2015. “Was ist Inklusion? [What is Inclusion?]” In Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen [The Inclusion of Learners with Special Educational Needs in the Investigation of School Performance], edited by P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. Pant and M. Prenzel, 17–39. Wiesbaden: Springer.10.1007/978-3-658-06604-8
  • Lewin, K. M. 2007. “Improving Access, Equity and Transitions in Education: Creating a Research Agenda.” Create Pathways to Access, Research Monograph No 1, June. Accessed June 28, 2016. http://www.create-rpc.org/pdf_documents/PTA1.pdf
  • Lotz-Sisitka, H. 2009. “Epistemological Access as an Open Question in Education.” Journal of Education 46: 57–79.
  • McCall, Z., and T. M. Skrtic. 2009. “Intersectional Needs Politics: A Policy Frame for the Wicked Problem of Disproportionality.” Multiple Voices for Ethnically Diverse Exceptional Learners 11 (2): 3–23.
  • McNeil, L. H. 1986. Contradictions of Control: School Structure and School Knowledge. New York: Routledge & Kegan Paul.
  • Morrow, W. 2007. Learning to Teach in South Africa. Cape Town: HRSC Press.
  • Morrow, W. 2009. Bounds of Democracy: Epistemological Access in Higher Education. Cape Town: HSRC Press.
  • Nussbaum, M. 2006. Frontiers of Justice: Disability, Nationality, Species Membership. Cambridge, MA: Belknap-Harvard.
  • Oliver, M. J. 1990. “The Individual and Social Models of Disability.” Paper presented at the Joint Workshop of the Living Options Group and the Research Unit of the Royal College of Physicians on ‘People with Established Locomotor Disabilities in Hospitals’ July 23. Accessed June 30, 2016. http://disability-studies.leeds.ac.uk/files/library/Oliver-in-soc-dis.pdf
  • Oliver, M. J. 2004. “The Social Model in Action: If I Had a Hammer.” In Implementing the Social Model of Disability: Theory and Research, edited by C. Barnes and G. Mercer, 18–31. Leeds: The Disability Press.
  • Robertson, E. 2013. “The Epistemic Value of Diversity.” Journal of Philosophy of Education 47 (2): 299–310.10.1111/1467-9752.12026
  • Stojanov, K. 2015. “Inklusion und Bildungsgerechtigkeit [Inclusion and Educational Justice].” [Concept paper as part of the joint project]. “Inklusives Leben und Lernen in der Schule [Inclusive Living and Learning in the School]”, KU Eichstätt-Ingolstadt, 28 April.
  • Walton, E., and T. Bekker. 2013. “Pedagogy and Inclusion.” In Education Studies, edited by K. Horsthemke, P. Siyakwazi, E. Walton and C. Wolhuter, 440–462. Cape Town: Oxford University Press South Africa.
  • Walton, E. 2013. “Responsive Teaching.” In Education Studies, edited by K. Horsthemke, P. Siyakwazi, E. Walton and C. Wolhuter, 486–510. Cape Town: Oxford University Press South Africa.
  • Windschitl, M. 2002. “Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers.” Review of Educational Research 72 (2): 131–175.10.3102/00346543072002131

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.