Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately fifty percent. 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 United States, exploring the conceptual features of each and initiating an analysis of their application in the public schools.
Danforth, S. (2016). Social justice and technocracy: tracing the narratives of inclusive education in the USA. Discourse: Studies in the Cultural Politics of Education, 37(4), 582–599. https://doi.org/10.1080/01596306.2015.1073022
Taylor & Francis
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Social and Philosophical Foundations of Education Commons