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Education of people with disabilities: a capability-context framework of culture

Accepted version
Peer-reviewed

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Type

Article

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Authors

Abstract

People with disabilities find themselves at the margins of ideas on education in the rights-based and the agency-focused frameworks (the capability approach). This article socially situates the rights-based framework to extend agency as an educational opportunity to make it participatory in cross-cultural contexts, and individually locates the agency-focused framework to enhance agency as multi-dimensional educational experience-outcome journeys across cultural contexts. This extended scope of rights and enhanced capacity of agency is advanced as the capability-context framework of culture. The framework focuses on analytically distinct yet connected emerging agents with capabilities of both dialogical discourses (retrospective reflexivity – macro-mechanisms) and dialectic narratives (bounded participation – micro-structures), which can provide access to deep social structures, and their many ways of being (micro-mechanisms) and specific ways of doing (macro-structures) that enable, but also disable the social choices of people with disabilities, to open new possibilities for them, and for all across contexts.

Description

Keywords

39 Education, 3904 Specialist Studies In Education, 4 Quality Education

Journal Title

Disability and Society

Conference Name

Journal ISSN

0968-7599
1360-0508

Volume Title

33

Publisher

Informa UK Limited