ERIC Number: EJ1448006
Record Type: Journal
Publication Date: 2024-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-7761
EISSN: EISSN-1548-1492
The Paradox of In/Exclusion: Special Education Schools as Transient Spaces of Marginality and Relationality in Contemporary China
Anthropology & Education Quarterly, v55 n4 p381-399 2024
While China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusion needs to go beyond the entanglement with place towards "relationality" and "being."
Descriptors: Foreign Countries, Inclusion, Rhetoric, Special Schools, Educational Discrimination, Disability Discrimination, Power Structure, Disadvantaged, Negative Attitudes, Social Bias, Educational Environment, Educational Policy, Time Perspective
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A