25 SES 06, Children’s Rights, Policy and Practice
My contribution to a paper session will deal with the requirements for successful inclusive educational institutions like kindergartens or schools. Focussing particularly on the input of the Human Rights Model and of international Disability Studies, I will show that the Human Rights Model of Disability also enriches the discussion of educational processes. Hereby I strengthen the perspective of regarding each human body as fragile referring to the idea of “normal bodies” as only temporarily able-bodied – as explained by Lennard Davis and other Disability Studies scholars.
My presentation will contribute to the discourse of how to deal with diversity in educational institutions. Disability as part of human diversity should be regarded as a basic concept for inclusive education. Hereby I refer especially to Degener´s explications of a Human Rights Model of Disability and her conclusions how the Convention on the Rights of Persons with Disabilities (CRPD) should be implemented. As Disability Studies provided the theoretical background for the shift from the Medical Model to the Social Model of Disability the Convention offers the new perspective for a Human Rights Model of Disability.
I would like to discuss the question of the potential surplus for the educational system resulting from the Human Rights Model of Disability if every body is regarded as fragile. From this viewpoint diversity is elaborated in depth. Referring to the body as ”fragile “ – discussing why it is constituted as fragile or vulnerable as described by Tervooren in the German discourse or Zola or Davis in the Angloamerican discussion – I would like to point out its significance for the educational system.
For a long time, the body has been a “blind spot” in education but in the context of inclusive education it becomes evident that it must be acknowledged as an important component constructing society and being constructed by it. As individual body, social body and body politic, the body is the link between individual and society regarding questions of individual education and the educational system, especially inclusive education. Explaining the concept of the fragile body, I will illustrate the consequences for the education of children in educational institutions. One consequence is that it enables the increased participation of children with chronic diseases and disabilities in general educational institutions, and their right on reasonable accommodation as individually necessary prerequisites. Finally, I will try to draw conclusions regarding the concept of the fragile body as a means to vitalize the Human Rights Model of Disability, especially referring to the right to education.
Theoretically, education of disabled and non disabled children has been discussed for several decades within special education but the fragility of the body has often only been focused regarding deficits and not as a general characteristic of the human being. In the paper session I want to put forward in how far a disability studies and especially human rights perspective can contribute to a fruitful discussion on the education of children. Through this approach I want to shed some light on an area that is often neglected, as the construction of normal bodies in educational arrangements along the allegedly non-disabled majority, and to contrast this with a theoretical framework of inclusion that values difference.
The paper concludes with open questions and desiderata how to operate the concept of the fragile body – based on the Human Rights Model of Disability - for educational institutions as schools and kindergartens.
Allen, Julie (2010): The sociology of disability and the struggle for inclusive education. In: British Journal of Sociology of Education. 31, 5: 603-619 Barton, Len/Armstrong, Felicity (2001): Disability, Education and Inclusion: Cross-cultural Issues and Dilemmas. In: Albrecht, Gary L./Seelman, Katherine D./Bury, Michael (Hg.): Handbook of Disability Studies. London: 693-710 Davis, Lennard (2002): Bending over Backwards. Disability, Dismodernism & Other Difficult Positions, New York Degener, Theresia (2015): A Human Rights Model of Disability, In: The Ashgate Research Companion to Disability Law (in press) Good, Mary-Jo Delvecchio et al. (1992): Pain as human experience. An anthropological experience, Berkeley Goodley, Dan (2011): Education: Inclusive Disability Studies, In: Goodley, Dan: Disability Studies. An Interdisciplinary Introduction, London, pp. 138- Goodley, Dan (2014): Dis/ability Studies. Theorising Disabileism and Ableism, Routledge Hall, Stuart (1980): Cultural Studies: Two Paradigms, In: Media, Culture and Society, 2, 57-72 Hirschberg, Marianne (2009): Behinderung im internationalen Diskurs, Frankfurt/Main Keller, Rainer (2004): Diskursforschung. Eine Einführung für SozialwissenschaftlerInnen, Opladen Budrich Linton, Simi (1998): Claiming Disability. Knowledge and Identity, New York University Press Nussbaum, Martha (2007): Frontiers of Justice: Disability, Nationality, Species, Harvard University Press Oliver Mike (1996): Understanding Disability. From Theory to Practice. Houndmills, Basingstoke. Oliver, Mike/Barnes, Colin (1998): Social Policy and Disabled people: From Exclusion to Inclusion. London. Thomas, Carol (2007): Sociologies of Disability and Illness. Contested Ideas in Disability Studies and Medical Sociology, Houndsmill United Nations (2006): Convention on the Rights of Persons with Disabilities. Geneva Valle, Jan W; Connor, David J. (2011): Rethinking Disability. A Disability Studies Approach to Inclusive Practices. New York
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
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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