Critical Analysis of China’s Inclusive Education Policy in a Digital Society: Learning in Regular Classrooms (LRC)

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Global practices in inclusive education

Proposal

Abstract

This paper uses Carol Bacchi’s WPR approach and the DisCrit lens to analyze China’s LRC policy in the digital era. Critical analysis of the policy texts reveals that unequal digital access and entrenched assumptions undermine the policy’s effectiveness and marginalize students with disabilities. Additionally, combining special education with vocational training limits their digital skills and future opportunities. Future policies should improve digital access and address digital competency gaps for a more equitable society.

1. Objectives

This proposal uses critical policy analysis to examine five texts of China’s Learning in Regular Classrooms (LRC) policy, a state-initiated inclusive education agenda, in the digital era. The study aims to reveal issues within the LRC policy to promote a more equitable educational landscape.

2. Theoretical Framework

This study uses two frameworks: Critical Disability Studies (Annamma et al., 2012) to explore how disabilities intersect with class, ableism, culture, and state power in the LRC policy texts in the digital era, and Kerckhoff’s “institutional arrangements” (1993) to analyze how the LRC policy and digital inequities impact the long-term prospects of students with disabilities.

3. Methodology

This proposal utilizes Carol Bacchi et al.’s “What the Problem Represented to be?” (WPR) methodology (2016) to analyze LRC policy texts, focusing on how this policy is developed, how it represents the “problem,” and its underlying assumptions. The study explores five documents from the Ministry of Education (MOE) of the People’s Republic of China, obtained from the official website and uploaded to ATLAS.ti, to identify themes, contestations, and controversies in relation to existing literature.

4. Arguments

After a thorough review of the policy texts, it is evident in the LRC policy texts that:

First, the state identifies the underrepresentation of students with disabilities as a key issue in inclusive education, and aims to increase the enrollment rate of students with disabilities in general classrooms.

Second, the LRC policy texts lack clarity, and the stigma surrounding disabilities in China, coupled with traditional cultural norms, discourages families from advocating for their rights within the LRC framework.

Third, unequal internet access creates disparities in knowledge about LRC resources, leading to students with disabilities either not attending general classrooms or struggling while appearing typical.

Fourth, The LRC policy’s push to merge special education with vocational training often channels students with disabilities into vocational paths, emphasizing manual labor over essential skills like digital literacy and critical thinking. This approach limits their access to supportive resources and future opportunities, increasing marginalization.

5. Conclusion and Contribution

Using DisCrit, this analysis argues that unequal digital access and entrenched assumptions limit the LRC policy’s effectiveness, marginalizing students with disabilities. Combining special education with vocational training restricts their digital skills and future opportunities. This research fills the gap in analyzing the LRC policy’s underlying assumptions and influences in the digital era. Future policies should enhance digital access and address digital competency gaps to foster a more equitable society.

Word count: 497

Author

• Bingwan Tian, University at Buffalo (SUNY)