The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 2: A Sociology of Special and Inclusive Education
A Sociology of Special and Inclusive Education
Sociologists analyse the world they live in and try to explain it in ways that differ from other disciplines and from immediate political or media comment. Norbert Elias used the notion of ‘sociological habitus'1 to suggest ways that sociological study can separate from immediate daily problems and issues (Elias 1991). Other scholars want a ‘public sociology’ that engages with urgent problems, and some combine activism with their academic work. John Rex believed that a major task of sociology was to demystify social processes and social situations which people with power use to control others (Rex 1974). What passes for social reality is mainly a version continually ...