Affiliation:
1. Department of Educational Leadership and Policy, Graduate School of Education University at Buffalo, The State University of New York Buffalo New York USA
Abstract
AbstractWhile China embraces disability inclusion rhetorically, segregated special schools continue to proliferate in recent decades. What kind of space are special education schools? How do actors in such spaces negotiate stigma and marginality for a better future? This research pairs historical, policy and ethnographic research to examine special education schools as transient spaces of marginality and potentiality in China. It illustrates how inclusion needs to go beyond the entanglement with place towards relationality and being.
Funder
American Council of Learned Societies
Henry Luce Foundation