Meaningful Access for Students: A Petersian Account of Educational Inclusion

Christopher Martin

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Meaningful Access for Students: A Petersian Account of Educational Inclusion

In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 337-347 (2018)

@incollection{Martin2018-MARMAF-5,
	author = {Christopher Martin},
	booktitle = {International Handbook of Philosophy of Education},
	editor = {Ann Chinnery and Nuraan Davids and Naomi Hodgson and Kai Horsthemke and Viktor Johansson and Dirk Willem Postma and Claudia W. Ruitenberg and Paul Smeyers and Christiane Thompson and Joris Vlieghe and Hanan Alexander and Joop Berding and Charles Bingham and Michael Bonnett and David Bridges and Malte Brinkmann and Brian A. Brown and Carsten B\"{u}nger and Nicholas C. Burbules and Rita Casale and M. Victoria Costa and Brian Coyne and Renato Huarte Cu\'{e}llar and Stefaan E. Cuypers and Johan Dahlbeck and Suzanne de Castell and Doret de Ruyter and Samantha Deane and Sarah J. DesRoches and Eduardo Duarte and Denise Eg\'{e}a and Penny Enslin and Oren Ergas and Lynn Fendler and Sheron Fraser{-}Burgess and Norm Friesen and Amanda Fulford and Heather Greenhalgh{-}Spencer and Stefan Herbrechter and Chris Higgins and P\'{a}draig Hogan and Katariina Holma and Liz Jackson and Ronald B. Jacobson and Jennifer Jenson and Kerstin Jergus and Clarence W. Joldersma and Mark E. Jonas and Zdenko Kodelja and Wendy Kohli and Anna Kouppanou and Heikki A. Kovalainen and Lesley Le Grange and David Lewin and Tyson E. Lewis and Gerard Lum and Niclas M\a{a}nsson and Christopher Martin and Jan Masschelein},
	pages = {337--347},
	publisher = {Springer Verlag},
	title = {Meaningful Access for Students: A Petersian Account of Educational Inclusion},
	year = {2018}
}

Martin, Christopher (2018). Meaningful Access for Students: A Petersian Account of Educational Inclusion. In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 337-347.

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Abstract

Educational inclusion remains an area of controversy. While there is a strong moral consensus that children ought to experience a meaningful education irrespective of their ability, the application of this inclusive moral commitment to substantive questions of educational policy and teacher practice remains contentious. In this chapter I argue that the debate over educational inclusion is informed by two rival concepts of education and that the analysis of education foregrounded by the philosopher R.S. Peters can be applied in order to develop a more nuanced account of meaningful access for all students.

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10.1007/978-3-319-72761-5_28

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Applied ethics	Epistemology	History of Western Philosophy	Meta-ethics	Metaphysics	Normative ethics
Philosophy of biology	Philosophy of language	Philosophy of mind	Philosophy of religion	Science Logic and Mathematics	More ...

Meaningful Access for Students: A Petersian Account of Educational Inclusion

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