No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.
dc.contributor.author | Waitoller, Federico R. | |
dc.contributor.author | Kozleski, Elizabeth B. | |
dc.date.accessioned | 2017-01-19T19:01:50Z | |
dc.date.available | 2017-01-19T19:01:50Z | |
dc.date.issued | 2015-03-23 | |
dc.identifier.citation | Waitoller, Federico R., and Elizabeth B. Kozleski. "No stone left unturned: Exploring the convergence of New Capitalism in inclusive education in the US." education policy analysis archives 23 (2015): 37. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/22666 | |
dc.description.abstract | This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. Weasked how New Capitalism mediates the formation of a professional vision for inclusive education.Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers’ classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation. | en_US |
dc.publisher | Arizona State University | en_US |
dc.rights | This work is licensed under a Creative Commons Attribution-Non Commercial-NoDerivs 3.0 Unported License. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis Archives (EPAA/AAPE), as long as the work is attributed to the author(s) and EPAA/AAPE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA/AAPE. | en_US |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ | |
dc.subject | inclusive education | en_US |
dc.subject | new capitalism | en_US |
dc.subject | neoliberalism in education | en_US |
dc.subject | performativity | en_US |
dc.subject | professional vision | en_US |
dc.subject | students with disabilities | en_US |
dc.subject | special education | en_US |
dc.subject | professional learning communities | en_US |
dc.title | No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S. | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Kozleski, Elizabeth B. | |
kusw.kudepartment | Special Education | en_US |
dc.identifier.doi | 10.14507/epaa.v23.1779 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess |
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Except where otherwise noted, this item's license is described as: This work is licensed under a Creative Commons Attribution-Non Commercial-NoDerivs 3.0 Unported License. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis Archives (EPAA/AAPE), as long as the work is attributed to the author(s) and EPAA/AAPE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA/AAPE.