Social justice and technocracy: Tracing the narratives of inclusive education in the United States

Scot Danforth

Research output: Contribution to journalArticlepeer-review

Abstract

Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately fifty percent. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and caring across human differences. The narrative of technocracy creates top-down, administrative pressure through hierarchical systems based on quantitative performance data. This article examines these two primary policy narratives of inclusive education in the United States, exploring the conceptual features of each and initiating an analysis of their application in the public schools.
Original languageEnglish
Pages (from-to)582-599
Number of pages18
JournalDiscourse
Volume37
Issue number4
Early online date10 Aug 2015
Publication statusE-pub ahead of print - 10 Aug 2015
Externally publishedYes

Keywords

  • Inclusive education
  • United States
  • technocracy

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