13 SES 04 B, Democracy in Schools, Difference and Disclosure
Long Paper Session
The aim of the present paper will be to engage the concept of inclusion and inclusive education through an interpretation of the political and educational writings of Hannah Arendt. Arendt’s view on the conditions of human beings seems to offer a singular and valuable starting point for such an endeavor, since she unfolds a theory that has as its primary premises the existing together of identities that are in essence both the same and unique. This concept of plurality as a human condition thus offers a line of thought which on the one hand values difference and on the other offers an account of sameness that seems aptly suited for an educational and philosophical perspective on inclusion. The dialectic approach present in the political thinking of Arendt stands in stark contrast to some of the political and educational approaches to inclusion that dominate the current debate. It will be argued here that the individualized take on inclusion that currently seems predominant works counterproductively, and that a focus on difference and disclosure, would enable a superior theoretical foundation for inclusion as well as point towards an actual conceptualization of what children need to practice in order to make inclusive education possible. This is proposed by introducing the concept of enlarged mentality (erweiterte Denkungsart) as a way of thinking inclusively to be practiced in schools, and not just as a validation for judgment.
Literature Allen, Amy. “Solidarity after identity politics: Hannah Arendt and the power of feminist theory” Philosophy & Social Criticism 25, 1, (1999): 97-118. Arendt, Hannah. ”Thinking” i Hannah Arendt. The Life of the Mind, 3-238. New York: Harcourt, 1981. Arendt, Hannah. “Thinking and Moral Considerations” Social Research 38, 3, (1971): 417-446. Arendt, Hannah. Between Past and Future. London: Penguin Books, 2006. Arendt, Hannah. “Reflections on Little Rock" Dissent, 53, (1959): 45-56. http://learningspaces.org/forgotten/little_rock1.pdf Beiner, Ronald. “Judging in a world of appearances” i Lewis P. Hinchman & Sandra K. Hinchman, Ed. Hannah Arendt: Critical Essays. 365-387. Albany: State University of New York Press, 1994. Biesta, Gert J.J. Good Education in an Age of Measurement: Ethics, Politics, Democracy. Boulder, Colo: Paradigm Publishers, 2010. Brinkmann, S., Identitet, udfordringer i forbrugersamfundet. Aarhus: Klim, 2008. Bauman, Z. Fællesskab, En søgen efter tryghed i en usikker verden. København. Hans Reitzels Forlag, 2003. Croll, P. and Moses, D., ‘Ideologies and utopias: education professionals’ views of inclusion’, European Journal of Special Needs Education, 15, 1, (2000): 1–12. Dyson, A. & Gallannaugh, F., ‘Grus i maskineiret’ i: Alenkjær (Red). Den inkluderende skole i praksis. København. Frydenlund., 2008. Falbo, Marina. “On Iris Young’s subject of inclusion. Rethinking political inclusion” Philosophy & Social Criticism 34, 9, (2008): 963-986. Hamre, B., Potentialitet og optimering: problemforståelser og optimering i skolen. PhD. Dissertation, Institut for Uddannelse og Pædagogik(DPU), Aarhus Universitet, 2012. Hansen, Janne H. ”Limits to inclusion” International Journal of Inclusive Education. 16, 1, (2012): 89-98. Hodkinson, Alan. ”’All present and correct?’ Exclusionary inclusion within the English educational system” Disability and Society, 27, 5, (2012): 675-688. Honig, Bonnie. Ed. Feminist interpretations of Hannah Arendt. University Park, Pa. : Pennsylvania State University Press, 1995. Gordon, Mordechai Red. Hannah Arendt and Education: Renewing our common world Boulder: Westview Press, 2001. Korsgaard, Morten T. Forthcoming. Omsorgen for begyndelsen. Hannah Arendt og Pædagogikken. Aarhus. Aarhus Universitets forlag. Ljunggren, Carsten. “Agonistic Recognition in Education: On Arendt’s Qualification of Political and Moral Meaning” Studies in Philosophy and Education 29, 1, (2010): 19-33. Tetler, S., ”Det mangfoldige klasserum: og dets udfordringer til lærerne” Liv i skolen, 12, 4, (2010): 12-16.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
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