Session Information
04 SES 08 B, Special Education and Globalisation: Continuities and Contrasts across the Developed World: Session 1
Symposium
Contribution
The percentage of students with disabilities educated in general classrooms in the United States has risen steadily and gradually since 1992. This rise of inclusive education is rhetorically driven by two different policy narratives, the narrative of liberal democracy and the narrative of managerial technocracy. Liberal democracy (or social justice) espouses Deweyan cultural values of social diversity, equity, and caring interpersonal relationships as the foundations of public schooling. Managerial technocracy, as enacted by the accountability movement in American education, champions organizational values of efficiency, top-down control, and scientific (data-driven) management. Drawing from seven interviews with California public school administrators, this study examines how these two narratives inform the practical growth of inclusive education.
Method
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