A Call for Radical Over Reductionist Approaches to "Inclusive" Reform in Neoliberal Times

• In Event: 67.067 - MTCC Roundtable Session 31
  In Roundtable Session: 67.067-10 - Radical Theoretical and Methodological Responses to Dominant Ideologies in (Inter)National Disability Contexts

Abstract

This paper considers the ways that the discourses about “inclusive” education have shifted within an era of neoliberal education reform. To understand shifting discourses, I analyzed position statements about key aspects of neoliberal educational reform (standardized testing, accountability, standards-based reform) from a range of prominent disability and education-oriented professional organizations within the United States. The theoretical framework for this paper juxtaposes traditional reductionist approaches to inclusion against disability studies-informed radical approaches in relation to key neoliberal priorities. Findings show a largely monolithic discourse from professional organizations that align with overarching neoliberal goals. In light of these findings, I call for the DSE community to self-reflect on its commitment to and definitions of “inclusion.”

Authors

• Jessica K. Bacon, Montclair State University

• Erin Pomponio, Montclair State University