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Inclusive education and Barrierefreiheit: Some social-epistemological considerations


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Horsthemke, Kai:
Inclusive education and Barrierefreiheit: Some social-epistemological considerations.
In: Hodgson, Naomi ; Saito, Naoko (Hrsg.): Philosophy as translation and the understanding of other cultures. - London ; New York : Routledge, 2019. - S. 23-34
ISBN 978-1-138-54255-6


Barrierefreiheit is a key term in the German inclusion movement, in education and more generally. Sometimes translated as ‘accessibility’, it refers not just to absence of barriers but to freedom from barriers, which in turn indicates a significant social and ethical component. It signals an active, conscious intervention by agents, a consequence of agentic commitment towards crossing borders and overcoming boundaries. In this regard, the present paper seeks to provide an epistemological analysis and illustration of what ‘inclusive’, ‘barrier-free’ education means, by examining three ideas within social epistemology, epistemological access, epistemic paternalism, and epistemic justice. In so doing, it articulates a position that might be called ‘context-sensitive realism’, which cautions against not only the constructivist leanings but also the anti-individualism that characterises a substantial portion of the inclusive education literature.

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Publikationsform:Aufsatz in einem Buch
Schlagwörter:Barrierefreiheit; context-sensitive realism; epistemological access; epistemic justice; epistemic paternalism; inclusion; social epistemology
Institutionen der Universität:Philosophisch-Pädagogische Fakultät > Pädagogik > Lehrstuhl für Bildungsphilosophie und Systematische Pädagogik
Open Access: Freie Zugänglichkeit des Volltexts?:Nein
Begutachteter Aufsatz:Ja
Titel an der KU entstanden:Ja
Eingestellt am: 21. Nov 2018 15:07
Letzte Änderung: 21. Nov 2018 15:07
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