Abstract
This chapter explores the embodied, interconnected corporeal and sociocultural experiences of young people with mind-body-emotional differences. By illuminating some varying responses to difference, which does not always denote otherness, the chapter begins to illuminate the emancipatory potential of theorising identities as dynamic, interconnected social and corporeal becomings. The research presented is contextualised within changing institutional geographies of disabled children’s education in the UK, where increasingly young people with a range of mind-body-emotional characteristics are co-located within mainstream schools1 (Holt 2003a, 2003b, 2004a, 2004b, 2007). However, the shift from segregated special to mainstream education for disabled children has occurred across much of the globalised world, albeit interpreted variously in different national and subnational contexts (Ballard 1999).
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© 2010 Louise Holts
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Holt, L. (2010). Embodying and Destabilising (Dis)ability and Childhood. In: Hörschelmann, K., Colls, R. (eds) Contested Bodies of Childhood and Youth. Palgrave Macmillan, London. https://doi.org/10.1057/9780230274747_15
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DOI: https://doi.org/10.1057/9780230274747_15
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