What if we name voice to every minuscule difference? Putting inclusion in check: Empirical routes of voice from the social model of disability

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dc.contributor.authorGomez Guinart, Kyuttzza
dc.contributor.authorInfante Jaras, Marta
dc.date.accessioned2024-01-10T12:11:30Z
dc.date.available2024-01-10T12:11:30Z
dc.date.issued2021
dc.description.abstractThroughout this critical literature review, we present some theoretical and ethical challenges that the empirical use of voice poses to the knowledge and the development of public policies on inclusion in education. To this aim, we reviewed 31 studies that focus on voice, such as it is defined by the social model of disability, as a unit of analysis for inclusive practices in different educational scenarios. We found that voice is a synonym for discourse, and it describes three empirical routes: voice that points out social barriers, voice that expresses attitudes and beliefs, and voice that copes with stigma. Drawing upon our findings, we justified the need for producing knowledge for inclusion from another onto-epistemological perspective. As alternative, we suggested that new materialisms allow us to interrogate the ideas of the human and the difference underneath the social model of disability, given its modern ontological roots. In this direction, we redefined voice to recognize as such to every minuscule difference expressed by each alive materiality. Then, we reflected on the possibilities of creating knowledge that leads to a non-deterministic understanding of the difference and the human, and encourages the becoming of new discourses, practices, and public policies for inclusion in education.
dc.format.extent22 páginas
dc.fuente.origenWOS
dc.identifier.doi10.14507/epaa.29.5675
dc.identifier.eissn1068-2341
dc.identifier.urihttps://doi.org/10.14507/epaa.29.5675
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/76661
dc.identifier.wosidWOS:000662336400001
dc.information.autorucFacultad de Educación; Infante Jaras, Marta Del Rosario; S/I; 67036
dc.language.isoes
dc.nota.accesoSin adjunto
dc.publisherARIZONA STATE UNIV, MARY LOU FULTON TEACHERS COLL
dc.revistaEDUCATION POLICY ANALYSIS ARCHIVES
dc.rightsregistro bibliográfico
dc.subjectvoice
dc.subjectdisability
dc.subjectsocial model
dc.subjectinclusion
dc.subjectnew materialisms
dc.subjectEDUCATION
dc.subjectPERSPECTIVES
dc.subjectEXPERIENCES
dc.subjectATTITUDES
dc.subjectSTUDENTS
dc.subjectPARENTS
dc.subjectCHILDREN
dc.subjectMAINSTREAM
dc.subjectNARRATIVES
dc.subjectUNIVERSITY
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleWhat if we name voice to every minuscule difference? Putting inclusion in check: Empirical routes of voice from the social model of disability
dc.typeartículo
dc.volumen29
sipa.codpersvinculados67036
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
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