Inclusion, Disability and Culture

Abstract

Policy development in education, according to Durie (2004) and Sullivan (2009), is ultimately shaped by the philosophical positionings of those who comment upon and control competing interests and discourses. Larkin (2006) highlights the need for education policies to actively target ethnicity so as to avoid “hegemonic cultural domination” (p. 23), and effect impact for those minority populations that regularly have the greatest need. Given that Māori philosophy and discourse are regularly absent in special education policy development processes, then the theoretical perspectives that underpin policies of inclusion will most likely be bereft of Māori thinking and aspirations. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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