| Title: |
Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA |
| Language: |
English |
| Authors: |
Danforth, Scot |
| Source: |
Discourse: Studies in the Cultural Politics of Education. 2016 37(4):582-599. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2016 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Social Justice; Disabilities; Inclusion; Educational Policy; Policy Formation; Democratic Values; Equal Education; Educational Legislation; Federal Legislation; Elementary Secondary Education; Governance; Power Structure; Educational Administration; Accountability; Public Schools |
| Laws, Policies and Program Identifiers: |
Elementary and Secondary Education Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001 |
| DOI: |
10.1080/01596306.2015.1073022 |
| ISSN: |
0159-6306 |
| Abstract: |
Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and caring across human differences. The narrative of technocracy creates top-down, administrative pressure through hierarchical systems based on quantitative performance data. This article examines these two primary policy narratives of inclusive education in the USA, exploring the conceptual features of each and initiating an analysis of their application in the public schools. |
| Abstractor: |
As Provided |
| Number of References: |
89 |
| Entry Date: |
2016 |
| Accession Number: |
EJ1105067 |
| Database: |
ERIC |