TY - JOUR
T1 - Disability-inclusive education, development, and dialectics
T2 - Complex cases in Bhutan
AU - Johnstone, Christopher
AU - Schuelka, Matthew J
AU - Choeki, Yeshi
AU - Yetsho, Tashi
N1 - Publisher Copyright:
© 2022 Comparative and International Education Society. All rights reserved.
PY - 2023/2
Y1 - 2023/2
N2 - Disability-inclusive education and development have become priorities for global governance organizations over the past decade and have thus introduced new complexities to existing development narratives. One reason for this is the long-standing discourse of “disability models” (medical, social, and cultural models) most often found in disability studies discourses. This study demonstrates that individuals with disabilities and their advocates navigate education and development opportunities through the lens of multiple models simultaneously. In this article, we introduce the philosophical theory of dialectics as a way of understanding how seemingly competing models might simultaneously inform the actions that individuals take in relation to disability-inclusive education and development. We present three minicases-two from teachers and one from a youth with a disability-drawn from a recent 3-year project in Bhutan. These case examples demonstrate how dialectical thinking is often present in education and development initiatives.
AB - Disability-inclusive education and development have become priorities for global governance organizations over the past decade and have thus introduced new complexities to existing development narratives. One reason for this is the long-standing discourse of “disability models” (medical, social, and cultural models) most often found in disability studies discourses. This study demonstrates that individuals with disabilities and their advocates navigate education and development opportunities through the lens of multiple models simultaneously. In this article, we introduce the philosophical theory of dialectics as a way of understanding how seemingly competing models might simultaneously inform the actions that individuals take in relation to disability-inclusive education and development. We present three minicases-two from teachers and one from a youth with a disability-drawn from a recent 3-year project in Bhutan. These case examples demonstrate how dialectical thinking is often present in education and development initiatives.
UR - http://www.scopus.com/inward/record.url?scp=85147776784&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85147776784&partnerID=8YFLogxK
U2 - 10.1086/722814
DO - 10.1086/722814
M3 - Article
AN - SCOPUS:85147776784
SN - 0010-4086
VL - 67
SP - 147
EP - 166
JO - Comparative Education Review
JF - Comparative Education Review
IS - 1
ER -