{"title":"The paradox of in/exclusion: Special education schools as transient spaces of marginality and relationality in contemporary China","authors":"Jinting Wu","doi":"10.1111/aeq.12503","DOIUrl":null,"url":null,"abstract":"<p>While China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusion needs to go beyond the entanglement with place towards <i>relationality</i> and <i>being</i>.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 4","pages":"381-399"},"PeriodicalIF":1.4000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Anthropology & Education Quarterly","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/aeq.12503","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ANTHROPOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
While China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusion needs to go beyond the entanglement with place towards relationality and being.
期刊介绍：
Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.
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