The paradox of in/exclusion: Special education schools as transient spaces of marginality and relationality in contemporary China

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2024-04-04 DOI:10.1111/aeq.12503

Jinting Wu

引用次数: 0

Abstract

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.

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融入/排斥的悖论：特殊教育学校作为当代中国边缘性和关系性的短暂空间

虽然中国口口声声拥护残障全纳，但近几十年来，隔离式特殊教育学校仍在不断涌现。特殊教育学校是一个怎样的空间？在这样的空间中，行动者如何与污名化和边缘化进行谈判，以获得更美好的未来？本研究将历史、政策和人种学研究结合起来，探讨特殊教育学校作为中国边缘化和潜在性的短暂空间。它说明了全纳教育如何需要超越与地方的纠缠，走向关系性和存在。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.