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Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Response to “Lazy Inclusivism”

Mu, Guanglun Michael

The Inclusion for Students with Special Educational Needs across the Asia Pacific, p.59-78

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題名:
Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Response to “Lazy Inclusivism”
著者: Mu, Guanglun Michael
主題: China ; Lazy inclusivism ; Learning in Regular Classroom ; Neoliberalism ; Sociology of resilience ; Teacher agency
所屬期刊: The Inclusion for Students with Special Educational Needs across the Asia Pacific, p.59-78
描述: Three decades after the advent of “Learning in Regular Classroom” (LRC), remarkable developments have been achieved in inclusive education in China. Parallel to these developments is the strident criticism of the structural absence of system support to LRC. Behind this structural problem lurks “lazy inclusivism” where seemingly hardworking legislation, regulation, and education paradoxically engage in much tokenistic inclusive practice that barely introduces transformational change. In response to the paradox of “lazy inclusivism,” this chapter draws on multiple correspondence analysis to quantitatively investigate the ordinary and extraordinary wisdom of a national sample of 1167 Chinese LRC teachers. When faced with visible adverse conditions (e.g., lack of system support) and invisible structural constraints (e.g., neoliberalism), some LRC teachers may play the game of tokenism and become “lazy”; others, however, may strategically refuse to play the game, demonstrating resilience to symbolic violence of “lazy inclusivism.” The chapter showcases teacher agency in seeking and creating resources in the face of deficient LRC support system and in counteracting neoliberalized structural constraints. Such teacher agency buttresses a sociological process of resilience that purposefully transforms inclusive education into an enabling and welcoming pedagogical space for the betterment of children with diverse needs in China.
相關題名: Advancing Inclusive and Special Education in the Asia-Pacific
出版者: Singapore: Springer Nature Singapore
語言: 英文
識別號: ISSN: 2524-8219
ISBN: 9811922209
ISBN: 9789811922206
EISSN: 2524-8227
EISBN: 9789811922213
EISBN: 9811922217
DOI: 10.1007/978-981-19-2221-3_4
資源來源: Springer Books

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Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Response to “Lazy Inclusivism”

Mu, Guanglun Michael

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