Self-advocacy and socially just pedagogy

SLATER, Jenny (2012). Self-advocacy and socially just pedagogy. Disability Studies Quarterly, 32 (1).

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Abstract

Discussions of 'special educational needs' (SEN), 'children with SEN' and 'inclusion' continue to portray disabled learners as problematic 'others' to be tolerated and managed (Allan 2004). The neo-liberal prioritisation of entrepreneurship and autonomy create further problems for disabled learners attempting to negotiate an increasingly market-driven education system. This paper comes about as a result of eight-weeks spent as a volunteer in an organisation offering self-advocacy based projects to young people with the label of ‘learning difficulties’, and considers such projects alongside Deleuzoguatarrian Disability Studies discussions of socially just pedagogy. By drawing on Deleuze and Guattari’s metaphor of the rhizome, and considering desire as productive, it is argued that such projects have the potential to offer an alternative, more engaged and socially-just education to the one currently offered in schools.

Item Type:	Article
Uncontrolled Keywords:	self-advocacy, pedagogy, education, Deleuze and Guattari
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Cultural Communication and Computing Research Institute > Communication and Computing Research Centre
Depositing User:	Tig Slater
Date Deposited:	29 May 2013 12:19
Last Modified:	18 Mar 2021 07:53
URI:	https://shura.shu.ac.uk/id/eprint/7067

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