An Historical Ethnography of the Enactment of Rawl's Theory of Justice as Applied to the Education of Learners with Disability in Western Australia

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  • Author(s): Dianne Chambers (ORCID Dianne Chambers (ORCID 0000-0002-3852-6425); C. Forlin (ORCID C. Forlin (ORCID 0000-0002-6438-9591)
  • Language:
    English
  • Source:
    International Journal of Inclusive Education. 2024 28(5):543-560.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Information Analyses
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Subject Terms:
      Educational History; Students with Disabilities; Educational Philosophy; Social Justice; Inclusion; Access to Education; Civil Rights; Student Rights; Academic Accommodations (Disabilities); Foreign Countries; Social Change; Social Action; Historical Interpretation; Principals; Special Education Teachers; Specialists; Educational Legislation; Attitudes toward Disabilities
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/13603116.2021.1941322
    • ISSN:
      1360-3116
      1464-5173
    • Abstract:
      The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and access to education for learners with disability. This micro-historical ethnography provides a review spanning the past half century in Australia of changes to the education of students with disability. Underpinned by an ethnographic epistemology through interviews with the presentism of eight educators involved in Western Australian education for learners with disability, and viewed through an interpretivist lens, major elements of change are identified. An analytical framework deduced from the work of Rawls is used to reflect upon the changes and discuss the degree that Rawls' justice as fairness has been enacted in education for learners with disability from 1970 to 2021 in Australia.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1423421