Neoliberal versus social justice reforms in education policy and practice: discourses, politics and disability rights in education

References

• Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. doi:10.1007/s10833-005-1298-4
   Google Scholar
• Ainscow, M., & Miles, S. (2009). Developing inclusive education system: How can we move policies forward? In C. Gine (Ed.). Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_documents/2009/0907Beirut/DevelopingInclusive_Education_Systems.pdf
   Google Scholar
• Armstrong, F., & Barton, L. (Eds.). (2007). Policy, experience and change and the challenge of inclusive education: The case of England. In Policy, experience and change: Cross-cultural reflections on inclusive education (pp. 5–18). Dordrecht: Springer.
   Google Scholar
• Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: International policy and practice. London: Sage.
   Google Scholar
• Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 45(3), 260–268. doi:10.1207/s15430421tip4503_8
   Web of Science ®Google Scholar
• Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse, 21(1), 45–57. doi:10.1080/01596300050005493
   Google Scholar
• Ball, S. (1990). Politics and policy making in education. Explorations in policy sociology. London: Routledge.
   Google Scholar
• Ball, S. (1993). What is policy? Texts, trajectories and toolboxes. Discourse, 13(2), 10–17. doi:10.1080/0159630930130203
   Google Scholar
• Ball, S. (1994). Researching inside the state: Issues in interpretation of elite interviews. In D. Halpin & B. Troyna (Eds.), Researching education policy: Ethical and methodological issues (pp. 107–120). London: The Falmer Press.
   Google Scholar
• Ball, S. (2004). The RoutledgeFalmer reader in the sociology of education. London: RoutledgeFalmer.
   Google Scholar
• Ball, S. (2012). Global education inc.: New policy networks and neo-liberal imaginary. London: Routledge.
   Google Scholar
• Ball, S. (2013). The education debate (2nd ed.). Bristol: The Policy Press.
   Google Scholar
• Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54(1), 85–96. doi:10.1080/17508487.2013.740678
   Web of Science ®Google Scholar
• Barton, L. (1996). Politics, marketisation and the struggle for inclusive education. Hitotsubashi Journal of Social Studies, 28(1), 29–42. Retrieved from http://www.jstor.org/stable/43294403
   Google Scholar
• Berkhout, S., & Wielemans, W. (1999). Toward understanding education policy: An integrative approach. Educational Policy, 13, 402–420. doi:10.1177/0895904899013003004
   Web of Science ®Google Scholar
• Booth, T., & Ainscow, M. (2002). The index for inclusion (2nd ed.). Bristol: Centre for Studies in Inclusive Education.
   Google Scholar
• Bray, M. (2007). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO (International Institute for Educational Planning).
   Google Scholar
• Bringhouse, H. (2010). Educational equality and school reform. In H. Brighouse, K. R. Howe, & J. Tooley (Eds.), Educational equality (pp. 15–68). London: Continuum.
   Google Scholar
• Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 77–108. doi:10.1177/0013161X03259147
   Web of Science ®Google Scholar
• Clarke, M. (2012). The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53(3), 297–310. doi:10.1080/17508487.2012.703139
   Web of Science ®Google Scholar
• Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. doi:10.1080/17508487.2013.776990
   Web of Science ®Google Scholar
• Corbett, J., & Norwich, B. (1998). The contribution of special education to our understanding of values, schooling and the curriculum. Curriculum Studies, 6(1), 85–96. doi:10.1080/14681369800200023
   Google Scholar
• Danforth, S. (2015). Social justice and technocracy: Tracing the narratives of inclusive education in the USA. Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2015.1073022
   Web of Science ®Google Scholar
• Davis, P., & Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study (Report No. 516). London: DfES.
   Google Scholar
• de Sousa Santos, B. (2006). Globalizations. Theory, Culture & Society, 23(2–3), 393–399. doi:10.1177/026327640602300268
   Web of Science ®Google Scholar
• Department for Education (DfE) and Department of Health (DoH). (2014). Special educational needs and disability (SEN) code of practice: For 0 to 25. Nottingham: Department for Education.
   Google Scholar
• Donnellan, A. M. (1984). The criterion of the least dangerous assumption. Behavioral Disorders, 9(2), 141–150.
   Google Scholar
• Dudley-Marling, C., & Baker, D. (2012). The effects of market-based school reforms on students with disabilities. Disability Studies Quarterly, 32(2). doi:10.18061/dsq.v32i2
   Google Scholar
• Dyson, A. (2005). Philosophy, politics and economics? The story of inclusive education in England. In D. Mitchell (Ed.), Contextualising inclusive education: Evaluating old and new international perspectives (pp. 63–88). London: Routledge.
   Google Scholar
• Fairclough, N. (2000). Discourse, social theory and social research: The discourse of welfare reform. Journal of Sociolinguistics, 4(2), 163–195. doi:10.1111/1467-9481.00110
   Google Scholar
• Fairclough, N. (2001a). Critical discourse analysis as a method in social scientific research. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 129–139). London: Sage.
   Google Scholar
• Fairclough, N. (2001b). The discourse of New Labour: Critical discourse analysis. In M. Wetherell (Ed.), Discourse as data: A guide for analysis (pp. 229–266). London: Sage and the Open University.
   Google Scholar
• Fairclough, N. (2012). Critical discourse analysis. International Advances in Engineering and Technology (IAET), 7, 452–487.
   Google Scholar
• Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. doi:10.1080/01411926.2010.501096
   Web of Science ®Google Scholar
• Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135. doi:10.1080/08856257.2013.778111
   Web of Science ®Google Scholar
• Fullan, M. (2006, November). Change theory. A force for school improvement (Seminar Series Paper, No. 157). Victoria: Centre for Strategic Education.
   Google Scholar
• Fullan, M. (2010). Positive pressure. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 119–130). London: Springer.
   Google Scholar
• Giroux, H. (2012). Education and the crisis of public values. New York, NY: Peter Lang.
   Google Scholar
• Goodson, I. F. (2010). Times of educational change: Towards an understanding of patterns of historical and cultural refraction. Journal of Education Policy, 25(6), 767–775. doi:10.1080/02680939.2010.508179
   Web of Science ®Google Scholar
• Graham, L. J. (2015). Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing? Discourse: Studies in the Cultural Politics of Education. doi:10.1080/01596306.2015.1073021
   Web of Science ®Google Scholar
• Hargreaves, A., & Shirley, D. L. (2012). The global fourth way. The quest for educational excellence. Thousand Oaks, CA: Corwin.
   Google Scholar
• Harwood, V., & Humphry, N. (2008). Taking exception: Discourses of exceptionality and the invocation of the ideal. In S. Gabel & S. Danforth (Eds.), Disability and the politics of education (pp. 371–383). New York, NY: Peter Lang.
   Google Scholar
• Hattam, R., Brennan, M., Zipin, L., & Comber, B. (2009). Researching for social justice: Contextual, conceptual and methodological challenges. Discourse: Studies in the Cultural Politics of Education, 30(3), 303–316. doi:10.1080/01596300903037010
   Web of Science ®Google Scholar
• Hickling-Hudson, A., & Klees, S. (2012). Alternative to the World Banks strategies for education and development. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. 209–226). Rotterdam: Sense Publishers.
   Google Scholar
• Hursh, D., & Henderson, J. A. (2011). Contesting global neoliberalism and creating alternative futures. Discourse: Studies in the Cultural Politics of Education, 32(2), 171–185. doi:10.1080/01596306.2011.562665
   Web of Science ®Google Scholar
• Klees, S. (2012). World Bank and Education: Ideological premises and ideological conclusions. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. 49–68). Rotterdam: Sense Publishers.
   Google Scholar
• Klees, S. J., Samoff, J., & Stromquist, N. O. (2012). Introduction. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. xv–xxi). Rotterdam: Sense Publishers.
   Google Scholar
• Liasidou, A. (2008). Critical discourse analysis and inclusive educational policymaking: The power to exclude. Journal of Education Policy, 23(5), 483–500. doi:10.1080/02680930802148933
   Web of Science ®Google Scholar
• Liasidou, A. (2011). Special education policymaking: A discursive analytic approach. Educational Policy, 25(6), 887–907. doi:10.1177/0895904810386587
   Web of Science ®Google Scholar
• Liasidou, A. (2012). Inclusive education, politics and policymaking. London: Continuum.
   Google Scholar
• Liasidou, A. (2013). Intersectional understandings of disability and implications for a social justice reform agenda in education policy and practice. Disability & Society, 28(3), 299–312. doi:10.1080/09687599.2012.710012
   Web of Science ®Google Scholar
• Liasidou, A. (2015). Inclusive education and the issue of change: Theory, policy and pedagogy. London: Palgrave Macmillan.
   Google Scholar
• Liasidou, A., & Antoniou, A. (2015). Head teachers’ leadership for social justice and inclusion. School Leadership & Management, 35(4), 347–364. doi:10.1080/13632434.2015.1010499
   Web of Science ®Google Scholar
• Liasidou, A., & Svensson, C. (2014). Educating leaders for social justice: The case of special educational needs coordinators. International Journal of Inclusive Education, 18(8), 783–797. doi:10.1080/13603116.2013.835878
   Web of Science ®Google Scholar
• Lingard, B., Martino, W., Rezai-Rashti, G., & Sellar, S. (2016). Globalising educational accountabilities. New York, NY: Routledge.
   Google Scholar
• Lloyd, C. (2008). Removing barriers to achievement: A strategy for inclusion or exclusion? International Journal of Inclusive Education, 12(2), 221–236. doi:10.1080/13603110600871413
   Web of Science ®Google Scholar
• Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research, 21, 3–47.
   Web of Science ®Google Scholar
• Luke, A. (2002). Beyond science and ideology critique: Developments in critical discourse analysis. Annual Review of Applied Linguistics, 22, 96–110. doi:10.1017/S0267190502000053
   Google Scholar
• McLaughlin, M. J., & Rhim, L. M. (2007). Accountability frameworks and children with disabilities: A test of assumptions about improving public education for all students. International Journal of Disability, Development and Education, 54(1), 25–49. doi:10.1080/10349120601149698
   Google Scholar
• Mitchell, D. (2008). What really works in special and inclusive education? Using evidence based teaching strategies. London: Routledge.
   Google Scholar
• MoEC (Ministry of Education and Culture). (2008). National Curriculum for the schools of the Greek-Cypriot Community [In Greek]. Retrieved from http://www.moec.gov.cy/analytika_programmata/pdf/keimeno_epitropis_analytiko_programma.pdf
   Google Scholar
• MOEC (Ministry of Education and Culture). (2013). Circular 7.1.10.2/4 guidelines for programs in special education and literacy. Retrieved May 2016, from http://egkyklioi.moec.gov.cy/Data/dte2274a.pdf
   Google Scholar
• MoEC (Ministry of Education and Culture). (2015). New system of teachers’ appointments [In Greek]. Retrieved from http://www.moec.gov.cy/archeia/2014_nees_protaseis_paideia/2015_03_23_protasi_neo_schedio_diorismon_ekpaidefsi.pdf
   Google Scholar
• Nordtreit, B. (2012). World Bank poetry: How the Education Strategy 2020 imagines the world. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. 21–32). Rotterdam: Sense Publishers.
   Google Scholar
• Norwich, B. (2008). Perspectives and purposes of disability classification systems: Implications for teachers and curriculum and pedagogy. In L. Florian & M. McLaughlin (Eds.), Disability classification in education (pp. 131–149). London: Sage.
   Google Scholar
• Norwich, B., & Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 313–329. doi:10.1080/01411920120048322
   Web of Science ®Google Scholar
• Norwich, B., & Lewis, A. (2007). How specialized is teaching children with disabilities and difficulties? Journal of Curriculum Studies, 39(2), 127–150. doi:10.1080/00220270601161667
   Web of Science ®Google Scholar
• Paideia-News. (2015). Εννιά εισηγήσεις της Επιτροπής για τις Παγκύπριες Εξετάσεις [Nine suggestions of the Committee for the Pancyprian Examinations]. Retrieved from http://www.paideia-news.com/index.php?id=109&hid=18555&url=Εννιά-εισηγήσεις-της-Επιτροπής-για-τις-Παγκύπριες-Εξετάσεις
   Google Scholar
• Republic of Cyprus. (2015). Education for All. 2015 National Review. Retrieved from http://unesdoc.unesco.org/images/0022/002299/229930E.pdf
   Google Scholar
• Rutkowski, D. J. (2007). Converging us softly: How intergovernmental organizations promote neoliberal educational policy. Critical Studies in Education, 48(2), 229–247. doi:10.1080/17508480701494259
   Google Scholar
• Sahlberg, P. (2010). Educational change in Finland. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 323–348). London: Springer.
   Google Scholar
• Slee, R. (2006). Limits to and possibilities for educational reform. International Journal of Inclusive Education, 10(2–3), 109–119. doi:10.1080/13603110600578372
   Google Scholar
• Slee, R. (2007). It’s a fit-up! Inclusive education, higher education, policy and the discordant voice. In L. Barton & F. Armstrong (Eds.), Policy, experience and change: Cross-cultural reflections on inclusive education (pp. 177–188). Dordrecht: Springer.
   Google Scholar
• Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London: Routledge.
   Google Scholar
• Smith, E., & Douglas, G. (2014). Special educational needs, disability and school accountability: An international perspective. International Journal of Inclusive Education, 18(5), 443–458. doi:10.1080/13603116.2013.788222
   Web of Science ®Google Scholar
• Soudien, C. (2012). ‘Quality’s’ horizons: The politics of monitoring educational quality. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. 95–108). Rotterdam: Sense Publishers.
   Google Scholar
• Stensson, K., & Watt, P. (1999). Governmentality and the ‘death of the social’: A discourse analysis of local government texts in south-east England. Urban Studies, 36(1), 189–201. doi:10.1080/0042098993817
   Web of Science ®Google Scholar
• Symeonidou, S., & Mavrou, K. (2014). Deconstructing the Greek-Cypriot new national curriculum: To what extent are disabled children considered in the ‘humane and democratic school of Cyprus? Disability & Society, 29(2), 303–316. doi:10.1080/09687599.2013.796879
   Web of Science ®Google Scholar
• Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543–550. doi:10.1016/j.tate.2009.02.001
   Web of Science ®Google Scholar
• Taylor, S. (2004). Researching educational policy and change in ‘new times’: Using critical discourse analysis. Journal of Education Policy, 19(4), 433–451. doi:10.1080/0268093042000227483
   Web of Science ®Google Scholar
• Tomlinson, C. A. (2014). The differentiated classroom. Responding to the needs of all learners. Alexandria: ASD.
   Google Scholar
• UNICEF UK. (2013). Rights respecting schools award: A best practice review. Retrieved from http://www.unicef.org.uk/Documents/Education-Documents/RSSA_Good_Practice_Review.pdf
   Google Scholar
• Van Dijk, T. (1995). Aims of critical discourse analysis. Japanese Discourse, 1(1), 17–27.
   Google Scholar
• Verger, A., & Bonal, X. (2012). ‘All things being equal?’ Policy options, shortfalls, and absences in the World Bank Education Strategy 2020. In S. J. Kless, J. Samoff, & N. O. Stromquist (Eds.), The World Bank and education. Critiques and alternatives (pp. 125–142). Rotterdam: Sense Publishers.
   Google Scholar
• Vongalis-Macrow, A. (2005). Displaced agency: Teachers in globalised education systems. In Proceedings of the 2005 ‘Redesigning Pedagogy: Research, Policy, Practice’ Conference (pp. 1–17). Singapore: National Institute of Education, Nanyang Technological University, May 30–June 1.
   Google Scholar
• Waitoller, F. R., & Kozleski, E. B. (2015). No stone left unturned: Exploring the convergence of New Capitalism in inclusive education in the U.S. Education Policy Analysis Archives, 23(37). doi:10.14507/epaa.v23.1779
   Google Scholar
• Wood, L., & Kroger, R. (2000). Doing discourse analysis. London: Sage.
   Google Scholar
• World Bank. (2011). Learning for all. Investing in people’s knowledge and skills to promote development. Education Sector Strategy 2020. Washington, DC: World Bank.
   Google Scholar
• World Bank. (2014a). Teacher policies in the Republic of Cyprus. Retrieved June 15, 2015, from http://www.moec.gov.cy/anakoinoseis/2014/pdf/2014_06_12_ekthesi_pagkosmias_trapezas_politikes_ekpaideftikon.pdf
   Google Scholar
• World Bank. (2014b). Analysis of the function and structure of the Ministry of Education and Culture of the Republic of Cyprus. Retrieved from http://www.moa.gov.cy/moa/agriculture.nsf/All/73FF47B3520C6E61C2257CFC0042A94F/$file/MELETI%20%20%20%20%20Revised%20Final%20Report%20MANRE%20and%20SOEs%20May23.pdf
   Google Scholar
• Youdell, D. (2004). Engineering school markets, constituting schools and subjectivating students: The bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy, 19(4), 407–431. doi:10.1080/0268093042000227474
   Web of Science ®Google Scholar