Skip to main content
SpringerLink
Log in
Book cover

The Palgrave Handbook of Disabled Children’s Childhood Studies pp 141–157Cite as

Palgrave Macmillan

Interrogating the ‘Normal’ in the ‘Inclusive’ Early Childhood Classroom: Silence, Taboo and the ‘Elephant in the Room’

  • Chapter
  • First Online:

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   219.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   279.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Allan, J. (2008). Rethinking Inclusive Education: The Philosophers of Difference in Practice (Vol. 5). Dordrecht: Springer.

    Google Scholar 

  • Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved June 6, 2010, from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.

  • Cadwallader, J. (2007). Suffering Difference: Normalisation and Power. Social Semiotics, 17(3), 375–394.

    Article  Google Scholar 

  • Connolly, P., Smith, A., & Kelly, B. (2002). Too Young to Notice? The Cultural and Political Awareness of 3–6 Year Olds in Northern Ireland. Belfast: Community Relations Council.

    Google Scholar 

  • Davies, B. (1989). Frogs and Snails and Feminist Tales: Preschool Children and Gender. Sydney: Allen & Unwin.

    Google Scholar 

  • Davies, B. (1993). Shards of Glass: Children Reading and Writing Beyond Gendered Identities. Sydney: Allen & Unwin.

    Google Scholar 

  • Davies, B., & Harré, R. (1999). Positioning and Personhood. In R. Harré & L. van Langenhove (Eds.), Positioning Theory: Moral Contexts of Intentional Action (pp. 32–52). Oxford: Blackwell.

    Google Scholar 

  • Derrida, J. (1992). Passions: ‘An Oblique Offering’. In D. Wood (Ed.), Derrida: A Critical Reader. Oxford: Blackwell.

    Google Scholar 

  • Douglas, M. (1966). Purity and Danger: An Analysis of Concepts of Pollution and Taboo. London: Routledge.

    Book  Google Scholar 

  • Dreyfus, H. I., & Rabinow, P. (1982). Michel Foucault: Beyond Structuralism and Hermeneutics. Brighton: The Harvester Press Limited.

    Google Scholar 

  • Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. London: Penguin.

    Google Scholar 

  • Foucault, M. (1982). The Subject and Power. Critical Inquiry, 8(4), 777–795.

    Article  Google Scholar 

  • Foucault, M. (2006). History of Madness. Oxon: Routledge.

    Google Scholar 

  • Foucault, M. (2008). The History of Sexuality: The Will to Knowledge Volume 1. London: Penguin Group.

    Google Scholar 

  • Grace, R., Llewellyn, G., Wedgwood, N., Fenech, M., & McConnell, D. (2008). From Ideal: Everyday Experiences of Mothers and Early Childhood Professionals Negotiating an Inclusive Early Childhood Experience in the Australian Context. Topics in Early Childhood Special Education, 28(1), 18–31.

    Article  Google Scholar 

  • Graham, L. (2006). Caught in the Net: A Foucaultian Interrogation of the Incidental Effects of Limited Notions of “Inclusion”. International Journal of Inclusive Education, 10(1), 3–24.

    Article  Google Scholar 

  • Graham, L. J., & Slee, R. (2008). An Illusory Interiority: Interrogating the Discourse/s of Inclusion. Educational Philosophy and Theory, 40(2), 277–293.

    Article  Google Scholar 

  • Harré, R., & Van Langenhove, L. (Eds.). (1999). Positioning Theory: Moral Contexts of Intentional Action. Oxford: Blackwell Publishers.

    Google Scholar 

  • Harwood, V., & Rasmussen, M. L. (2002). Inspiring Methodological Provocateurs in Inclusive Educational Research. Paper Presented at the American Educational Research Association, New Orleans.

    Google Scholar 

  • Kristeva, J. (1982). Powers of Horror: An Essay on Abjection. New York: Columbia University Press.

    Google Scholar 

  • Lather, P. (2003). Applied Derrida: (Mis)reading the Work of Mourning in Educational Research. Educational Philosophy and Theory, 35(3), 257–270.

    Article  Google Scholar 

  • Laws, C., & Davies, B. (2000). Poststructuralist Theory in Practice: Working with “Behaviourally Disturbed” Children. International Journal of Qualitative Studies in Education, 13(3), 205–221.

    Article  Google Scholar 

  • Mazzei, L. A. (2007a). Toward a Problematic of Silence in Action Research. Educational Action Research, 15(4), 631–642.

    Article  Google Scholar 

  • Mazzei, L. A. (2007b). Inhabited Silence in Qualitative Research: Putting Poststructural Theory to Work. New York: Peter Lang.

    Google Scholar 

  • Nutbrown, C., & Clough, P. (2009). Citizenship and Inclusion in the Early Years: Understanding and Responding to Children’s Perspectives on ‘Belonging’. International Journal of Early Years Education, 17(3), 191–206.

    Article  Google Scholar 

  • Petersen, E. B. (2004). Academic Boundary Work: The Discursive Constitution of Scientificity Amongst Researchers Within the Social Sciences and Humanities, (PhD). Copenhagen: University of Copenhagen.

    Google Scholar 

  • Purdue, K., Gordon-Burns, D., Gunn, A., Madden, B., & Surtees, N. (2009). Supporting Inclusion in Early Childhood Settings: Some Possibilities and Problems for Teacher Education. International Journal of Inclusive Education, 13(8), 805–815.

    Article  Google Scholar 

  • Robey, K. L., Beckley, L., & Kirschner, M. (2006). Implicit Infantilizing Attitudes About Disability. Journal of Developmental and Physical Disabilities, 18(4), 441–453.

    Article  Google Scholar 

  • Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice. New York: Open University Press.

    Google Scholar 

  • Rose, N. (1999). Governing the Soul: The Shaping of the Private Self (2nd ed.). New York: Routledge.

    Google Scholar 

  • Shildrick, M. (2005). The Disabled Body, Genealogy and Undecidability. Cultural Studies, 19(6), 755–770.

    Article  Google Scholar 

  • Slee, R. (2013). How Do We Make Inclusive Education Happen When Exclusion Is a Political Predisposition? International Journal of Inclusive Education, 17(8), 895–907.

    Article  Google Scholar 

  • Slee, R., & Allan, J. (2001). Excluding the Included: A Reconsideration of Inclusive Education. International Studies in Sociology of Education, 11(2), 173–191.

    Article  Google Scholar 

  • Swain, J., & French, S. (Eds.). (2008). Disability on Equal Terms. London: Sage Publications.

    Google Scholar 

  • Warming, H. (2011). Getting Under Their Skins? Accessing Young Children’s Perspectives Through Ethnographic Fieldwork. Childhood, 18(1), 39–53.

    Article  Google Scholar 

  • Watson, K. (2016). ‘Silences’ in the ‘Inclusive’ Early Childhood Classroom: Sustaining a ‘Taboo’. In E. B. Petersen & Z. Millei (Eds.), Interrupting the Psy-Disciplines in Education (pp. 13–31). New York/London: Palgrave Macmillan.

    Google Scholar 

  • Watson, K. (2017). Inside the ‘Inclusive’ Early Childhood Classroom: The Power of the ‘Normal’. New York: Peter Lang.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of Newcastle, Callaghan, NSW, Australia

    Karen Watson

Authors
  1. Karen Watson
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The School of Education, The University of Sheffield, Sheffield, United Kingdom

    Katherine Runswick-Cole

  2. Department of Health and Social Sciences, University of the West of England, Bristol, United Kingdom

    Tillie Curran

  3. The School of Education, Sheffield, United Kingdom

    Kirsty Liddiard

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Watson, K. (2018). Interrogating the ‘Normal’ in the ‘Inclusive’ Early Childhood Classroom: Silence, Taboo and the ‘Elephant in the Room’. In: Runswick-Cole, K., Curran, T., Liddiard, K. (eds) The Palgrave Handbook of Disabled Children’s Childhood Studies. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54446-9_11

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-54446-9_11

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-54445-2

  • Online ISBN: 978-1-137-54446-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation