Interrogating the ‘Normal’ in the ‘Inclusive’ Early Childhood Classroom: Silence, Taboo and the ‘Elephant in the Room’
Problematising the notion of ‘inclusion’ and the ‘truths’ that inform policy and practice.
Turning the focus of ‘inclusion’ towards the discursive constitution of the un-interrogated ‘normal’ and its effects on subjectivities in the classroom.
Making visible how silences operate as discursive practices to exclude an Other.
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