Interrogating the ‘Normal’ in the ‘Inclusive’ Early Childhood Classroom: Silence, Taboo and the ‘Elephant in the Room’

  • Karen Watson
Chapter

Abstract

  • Problematising the notion of ‘inclusion’ and the ‘truths’ that inform policy and practice.

  • Turning the focus of ‘inclusion’ towards the discursive constitution of the un-interrogated ‘normal’ and its effects on subjectivities in the classroom.

  • Making visible how silences operate as discursive practices to exclude an Other.

References

  1. Allan, J. (2008). Rethinking Inclusive Education: The Philosophers of Difference in Practice (Vol. 5). Dordrecht: Springer.Google Scholar
  2. Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved June 6, 2010, from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.
  3. Cadwallader, J. (2007). Suffering Difference: Normalisation and Power. Social Semiotics, 17(3), 375–394.CrossRefGoogle Scholar
  4. Connolly, P., Smith, A., & Kelly, B. (2002). Too Young to Notice? The Cultural and Political Awareness of 3–6 Year Olds in Northern Ireland. Belfast: Community Relations Council.Google Scholar
  5. Davies, B. (1989). Frogs and Snails and Feminist Tales: Preschool Children and Gender. Sydney: Allen & Unwin.Google Scholar
  6. Davies, B. (1993). Shards of Glass: Children Reading and Writing Beyond Gendered Identities. Sydney: Allen & Unwin.Google Scholar
  7. Davies, B., & Harré, R. (1999). Positioning and Personhood. In R. Harré & L. van Langenhove (Eds.), Positioning Theory: Moral Contexts of Intentional Action (pp. 32–52). Oxford: Blackwell.Google Scholar
  8. Derrida, J. (1992). Passions: ‘An Oblique Offering’. In D. Wood (Ed.), Derrida: A Critical Reader. Oxford: Blackwell.Google Scholar
  9. Douglas, M. (1966). Purity and Danger: An Analysis of Concepts of Pollution and Taboo. London: Routledge.CrossRefGoogle Scholar
  10. Dreyfus, H. I., & Rabinow, P. (1982). Michel Foucault: Beyond Structuralism and Hermeneutics. Brighton: The Harvester Press Limited.Google Scholar
  11. Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. London: Penguin.Google Scholar
  12. Foucault, M. (1982). The Subject and Power. Critical Inquiry, 8(4), 777–795.CrossRefGoogle Scholar
  13. Foucault, M. (2006). History of Madness. Oxon: Routledge.Google Scholar
  14. Foucault, M. (2008). The History of Sexuality: The Will to Knowledge Volume 1. London: Penguin Group.Google Scholar
  15. Grace, R., Llewellyn, G., Wedgwood, N., Fenech, M., & McConnell, D. (2008). From Ideal: Everyday Experiences of Mothers and Early Childhood Professionals Negotiating an Inclusive Early Childhood Experience in the Australian Context. Topics in Early Childhood Special Education, 28(1), 18–31.CrossRefGoogle Scholar
  16. Graham, L. (2006). Caught in the Net: A Foucaultian Interrogation of the Incidental Effects of Limited Notions of “Inclusion”. International Journal of Inclusive Education, 10(1), 3–24.CrossRefGoogle Scholar
  17. Graham, L. J., & Slee, R. (2008). An Illusory Interiority: Interrogating the Discourse/s of Inclusion. Educational Philosophy and Theory, 40(2), 277–293.CrossRefGoogle Scholar
  18. Harré, R., & Van Langenhove, L. (Eds.). (1999). Positioning Theory: Moral Contexts of Intentional Action. Oxford: Blackwell Publishers.Google Scholar
  19. Harwood, V., & Rasmussen, M. L. (2002). Inspiring Methodological Provocateurs in Inclusive Educational Research. Paper Presented at the American Educational Research Association, New Orleans.Google Scholar
  20. Kristeva, J. (1982). Powers of Horror: An Essay on Abjection. New York: Columbia University Press.Google Scholar
  21. Lather, P. (2003). Applied Derrida: (Mis)reading the Work of Mourning in Educational Research. Educational Philosophy and Theory, 35(3), 257–270.CrossRefGoogle Scholar
  22. Laws, C., & Davies, B. (2000). Poststructuralist Theory in Practice: Working with “Behaviourally Disturbed” Children. International Journal of Qualitative Studies in Education, 13(3), 205–221.CrossRefGoogle Scholar
  23. Mazzei, L. A. (2007a). Toward a Problematic of Silence in Action Research. Educational Action Research, 15(4), 631–642.CrossRefGoogle Scholar
  24. Mazzei, L. A. (2007b). Inhabited Silence in Qualitative Research: Putting Poststructural Theory to Work. New York: Peter Lang.Google Scholar
  25. Nutbrown, C., & Clough, P. (2009). Citizenship and Inclusion in the Early Years: Understanding and Responding to Children’s Perspectives on ‘Belonging’. International Journal of Early Years Education, 17(3), 191–206.CrossRefGoogle Scholar
  26. Petersen, E. B. (2004). Academic Boundary Work: The Discursive Constitution of Scientificity Amongst Researchers Within the Social Sciences and Humanities, (PhD). Copenhagen: University of Copenhagen.Google Scholar
  27. Purdue, K., Gordon-Burns, D., Gunn, A., Madden, B., & Surtees, N. (2009). Supporting Inclusion in Early Childhood Settings: Some Possibilities and Problems for Teacher Education. International Journal of Inclusive Education, 13(8), 805–815.CrossRefGoogle Scholar
  28. Robey, K. L., Beckley, L., & Kirschner, M. (2006). Implicit Infantilizing Attitudes About Disability. Journal of Developmental and Physical Disabilities, 18(4), 441–453.CrossRefGoogle Scholar
  29. Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice. New York: Open University Press.Google Scholar
  30. Rose, N. (1999). Governing the Soul: The Shaping of the Private Self (2nd ed.). New York: Routledge.Google Scholar
  31. Shildrick, M. (2005). The Disabled Body, Genealogy and Undecidability. Cultural Studies, 19(6), 755–770.CrossRefGoogle Scholar
  32. Slee, R. (2013). How Do We Make Inclusive Education Happen When Exclusion Is a Political Predisposition? International Journal of Inclusive Education, 17(8), 895–907.CrossRefGoogle Scholar
  33. Slee, R., & Allan, J. (2001). Excluding the Included: A Reconsideration of Inclusive Education. International Studies in Sociology of Education, 11(2), 173–191.CrossRefGoogle Scholar
  34. Swain, J., & French, S. (Eds.). (2008). Disability on Equal Terms. London: Sage Publications.Google Scholar
  35. Warming, H. (2011). Getting Under Their Skins? Accessing Young Children’s Perspectives Through Ethnographic Fieldwork. Childhood, 18(1), 39–53.CrossRefGoogle Scholar
  36. Watson, K. (2016). ‘Silences’ in the ‘Inclusive’ Early Childhood Classroom: Sustaining a ‘Taboo’. In E. B. Petersen & Z. Millei (Eds.), Interrupting the Psy-Disciplines in Education (pp. 13–31). New York/London: Palgrave Macmillan.Google Scholar
  37. Watson, K. (2017). Inside the ‘Inclusive’ Early Childhood Classroom: The Power of the ‘Normal’. New York: Peter Lang.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Karen Watson
    • 1
  1. 1.School of EducationUniversity of NewcastleCallaghanAustralia

Personalised recommendations