Ethics and Inclusive Education: Disability, Schooling and Justice

Description

This book reveals the entanglement of ethics, rights and justice in education. It aims to develop everyday philosophy to guide choices as we continue to attempt to make schools places for all comers. The authors offer education as a social good, a building block for inclusive communities. This assumes an ethical predisposition. Ethics and inclusive education takes the reader on a journey through the conceptual foundations of ethics, rights and justice to assist us to build a formulation of the fair or just society and the way ethical approaches to schooling may support or unravel that.  Series Editor´s Preface Acknowledgements Contents Chapter 1: What Is Inclusive Education and Why All the Fuss? 1.1 Three Housekeeping Matters to Guide Our Readers 1.1.1 Considering Disability and Disablement 1.1.2 Contingency 1.1.3 Definition & Diction 1.2 A Legacy of Exclusion 1.3 So, What Is Inclusive Education? 1.4 And, Where Did Inclusive Education Come From? 1.5 So, What´s All the Fuss About Disability and Education? 1.6 Grotesque Cages or Ethical Sanctuaries? 1.7 So Now Let´s Explore Ethics in More Detail References Chapter 2: Weighting the Consequences and Following the Rules 2.1 So, What Is Consequentialism? 2.2 Consequentialism and the Self-Contained Classroom 2.2.1 The Mathematics of Utilitarianism 2.3 Why Might This Have Been Seen as a Positive Move in Ethical Theory? 2.3.1 The Greatest Good for the Greatest Number? - Gonski 2.3.2 The Philosophical Strengths of Utilitarianism 2.4 Some Problems 2.4.1 The Danger of `Majority Rule´ 2.4.2 Williams and the Issue of `Integrity´ 2.4.3 Objective Calculation 2.5 How About a More Sophisticated Version of Utilitarianism? 2.5.1 Disability and Bullying 2.5.2 Re-assessing the Single Scale of Pleasure/Pain 2.5.3 Introducing a More Nuanced Version of Liberty 2.5.4 Act vs. Rule Utilitarianism 2.5.5 Rule Utilitarianism - More of the Same? 2.6 Deontological Ethics: Rules Not Outcomes 2.7 Kantian Ethics 2.7.1 Forget the Consequences 2.7.2 Freedom, Reason, Duty 2.7.3 The Categorical Imperative 2.7.4 The Practical Imperative 2.8 So, Are There Any Problems with Kant´s Deontological Approach? 2.9 Review References Chapter 3: Virtue Ethics and the Possibilities of `Care´ 3.1 So, How Is Virtue Ethics Different? 3.2 The Ethics of Antiquity 3.3 The Evolution of Virtue Ethics 3.3.1 Aquinas and Natural Law 3.3.2 Hume and Character 3.3.3 More Recent Virtue Ethics 3.4 Why Should Educators Be Interested in This? 3.4.1 The Shaping of Modern Education 3.4.2 What Virtue Ethics Has to Offer 3.4.3 The Cardinal Virtues 3.4.4 What Virtues Might Be Required by `Special Needs Educators´? 3.5 If Virtue Ethics Is So Good, Why Isn´t It the Dominant Approach? 3.5.1 Which Virtues? 3.5.2 But What Should We Actually Do? 3.6 An Ethics of `Care´ 3.6.1 Gilligan - The Gender Bias of Moral Development Research 3.6.2 Noddings - Caring Relationships 3.6.3 Held - Building Upon, Not Rejecting, the `Rights/Justice´ Approach 3.6.4 Tronto - A Framework for Care 3.7 Problems with `Care´ 3.8 Review References Chapter 4: Disability and the Limitations of `Rights´ 4.1 Schools, Rights and Disability 4.2 From Normative Ethics to Rights 4.3 So, What Exactly Are Rights? 4.3.1 What Do Rights Do? 4.4 Natural Rights 4.4.1 Thomas Hobbes (1588-1679) 4.4.2 John Locke (1632-1704) 4.4.3 Jean-Jacques Rousseau (1712-1778) 4.4.4 Nonsense on Stilts? 4.5 Moral Rights vs. Legal Rights 4.5.1 Disability, Legal and Moral Rights 4.5.2 Covert Limitations on Rights 4.6 Types of Legal Rights 4.7 Human Rights, Civil Rights, Social Justice Rights 4.7.1 Three Generations of Human Rights 4.7.2 Human Rights and Disability 4.8 Criticisms of `Human Rights´ 4.9 Review References Chapter 5: Justice, Fairness, Equity and the Inclusive School 5.1 So, What Is `Justice´? 5.1.1 2500 Years of Disagreement 5.1.2 Shaping Some Coherent Ideas About `Justice´ 5.2 Different Types of Justice 5.2.1 Retributive Justice 5.2.2 Restorative Justice 5.2.3 Procedural Justice 5.3 Distributive Justice 5.3.1 Four Other Approaches to Distributive Justice - Briefly 5.3.2 Desert-Based Distributive Justice 5.3.3 Libertarian Distributive Justice - Robert Nozick (1938-2002) 5.4 Justice as Fairness - John Rawls (1921-2002) 5.4.1 Two Principles of Justice 5.4.2 The Veil of Ignorance 5.4.3 Some Strengths and Weaknesses 5.4.4 Rawls, Nussbaum and Disability 5.5 Social Justice 5.5.1 The Rise of Social Justice and Educational Equity in 50s America 5.5.2 Fraser and `Participatory Parity´ 5.5.3 Social Justice as a Political Football 5.6 Review References Chapter 6: Finding A Way Forward 6.1 Disability, Justice, Fairness & Reform - A Bigger Picture 6.2 A Fair and Just Education for Students with Disabilities? 6.2.1 Gatekeeping 6.2.2 Overrepresentation in Disciplinary Absences and Unique Attendance Schedules 6.2.3 Lack or Unsuitability of Reasonable Adjustments 6.2.4 Bullying and Mistreatment 6.2.5 Restrictive Practices 6.2.6 Low Expectations and Underachievement 6.2.7 Inadequate or Insufficient Training 6.2.8 Funding Gaps and Inappropriate Funding Models 6.2.9 Inappropriate and Ineffective Protocols and Procedures for Complaint Resolution 6.2.10 A Return to Recognition, Representation & Redistribution References References Index