This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wiebe Berry, R. A. Search for Related Content Social Bookmarking                         What's this?

Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom

University at Buffalo, State University of New York

To illuminate the processes of creating learning communities, this study investigated the social context of an inclusion classroom by examining (a) how teachers established a community ethos, (b) how students responded with regard to the positioning of students with disabilities, and (c) how macro discourses possibly shaped interactional processes. Teachers used discourse and participation frameworks in whole-class lessons to encourage participation and collective responsibility for "helping." Nevertheless, the teachers’ inclusive language was manipulated to harass and exclude in small-group contexts. Benhabib’s conceptions of "general" and "concrete" selves and Cornelius and Herrenkohl’s aspects of classroom power—assigning ownership, creating alliances, engaging in persuasion—frame a discussion of contexts of inclusion and exclusion.

Key Words: discourse • inclusion • learning community • participation • social interaction

American Educational Research Journal, Vol. 43, No. 3, 489-529 (2006)
DOI: 10.3102/00028312043003489


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. Burnard A phenomenological study of music teachers' approaches to inclusive education practices among disaffected youth Research Studies in Music Education, June 1, 2008; 30(1): 59 - 75. [Abstract] [PDF]