Reference : Awareness-raising, Legitimation or Backlash? Effects of the UN Convention on the Righ...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/20896
Awareness-raising, Legitimation or Backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on Education Systems in Germany
English
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Edelstein, Benjamin [Wissenschaftszentrum Berlin für Sozialforschung]
Blanck, Jonna M. [Wissenschaftszentrum Berlin für Sozialforschung]
2016
Globalisation, Societies and Education
13
2
227-250
Yes (verified by ORBilu)
International
1476-7724
[en] inclusive education ; special education ; Germany ; institutional change ; school segregation ; path dependence ; UN Convention on the Rights of Persons with Disabilities
[en] Global discourse about human rights, Education for All, and inclusive education has altered social norms relating to dis/ability and schooling, especially through awareness raising, by legitimating advocates’ positions, and by facilitating policy reforms. Affected by societal and educational change, special education systems and their participants have also transformed societies. Widespread recognition of education’s impact—and of institutionalized discrimination that disabled pupils face—galvanizes contemporary debates. If special education successfully provided learning opportunities to previously excluded pupils, the goal has shifted to inclusive education. In such settings, all children, regardless of their characteristics, attend neighbourhood schools where they are supported to reach their individual learning goals in diverse classrooms. This global ideal has gained legitimacy, as most countries have ratified the UN Convention on the Rights of People with Disabilities (UN-CRPD), which mandates inclusive education, specifying facilitated access and meaningful educational opportunities. This has considerable implications for all learners. Ex-amining the effects of the UN-CRPD in Germany, one of the most highly stratified and segregated education systems in Europe, provides a hard test case of the (potential) impact of this international charter on national education systems. To meet its mandate, Germany’s sixteen states (Bundesländer) would have to radically reform their education systems, whose segregated structures remain antithetical to inclu-sive education. Examining education policy reform processes since the 1970s, we find contrasting reactions: In Schleswig-Holstein, inclusive education has diffused broadly and attained broad legitimacy, but in Bavaria its development has stalled; school segregation remains pervasive. Below national level, the UN-CRPD’s potential to affect the pace and scope of change—depends on the structures in place at ratification.
Research Unit Skill Formation and Labor Markets; CIDER
Wissenschaftszentrum Berlin für Sozialforschung
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/20896
10.1080/14767724.2014.982076
http://www.tandfonline.com/doi/pdf/10.1080/14767724.2016.1173821

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