Teacher resilience in the Chinese context of 'learning in regular classroom': a response to 'Lazy inclusivism'
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Date
2022
Authors
Mu, G.M.
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Beamish, W.
Yuen, M.
Yuen, M.
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Book chapter
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Source details - Title: The Inclusion for Students with Special Educational Needs across the Asia Pacific, 2022 / Beamish, W., Yuen, M. (ed./s), Ch.4, pp.59-78
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Abstract
Three decades after the advent of “Learning in Regular Classroom” (LRC), remarkable developments have been achieved in inclusive education in China. Parallel to these developments is the strident criticism of the structural absence of system support to LRC. Behind this structural problem lurks “lazy inclusivism” where seemingly hardworking legislation, regulation, and education paradoxically engage in much tokenistic inclusive practice that barely introduces transformational change. In response to the paradox of “lazy inclusivism,” this chapter draws on multiple correspondence analysis to quantitatively investigate the ordinary and extraordinary wisdom of a national sample of 1167 Chinese LRC teachers. When faced with visible adverse conditions (e.g., lack of system support) and invisible structural constraints (e.g., neoliberalism), some LRC teachers may play the game of tokenism and become “lazy”; others, however, may strategically refuse to play the game, demonstrating resilience to symbolic violence of “lazy inclusivism.” The chapter showcases teacher agency in seeking and creating resources in the face of deficient LRC support system and in counteracting neoliberalized structural constraints. Such teacher agency buttresses a sociological process of resilience that purposefully transforms inclusive education into an enabling and welcoming pedagogical space for the betterment of children with diverse needs in China.
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Copyright 2022 The Author(s), under exclusive license to Springer Nature Singapore
Access Condition Notes: Accepted manuscript available after 1 January 2024