Provides an inside look into what the Australian government calls “inclusive learning communities.” This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three “inclusive” early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen’s study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions.
Watson, K. (2016). Talking Tolerance Inside the “Inclusive” Early Childhood Classroom. Occasional Paper Series, 2016 (36). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2016/iss36/6