批判议题分析与全纳教育政策-排除权利.pptVIP

全纳教育政策分析 Critical discourse analysis and inclusive educational policies: the power to exclude 论文基本信息 ★论文题目： 批判议题分析与全纳教育政策：排除权利 （Critical discourse analysis and inclusive educational policies: the power to exclude） ★论文来源： 教育政策杂志第五期，第三卷 ，2012年 ★论文作者： 阿纳斯塔西娅 莉亚西多（Anastasia Liasidou*） 作者简介 阿纳斯塔西娅 莉亚西多是伦敦罗汉普顿大学全纳实践和教育方面的高级讲师。她获得了伦敦大学教育学院特殊教育学方面的哲学博士学位和文学硕士学位，布里斯托大学的基础教学法（英语教学）硕士学位以及塞浦路斯大学的教育学士学位（语言和文学）。她的研究兴趣包括全纳教育的政策和实践、教育社会学（政策社会学）、全纳教育政策和实践相关的跨文化和跨学科研究。 论文英文摘要（一） The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). 论文英文摘要（二） In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool. 中文摘要（一） 塞浦路斯对于全纳教育的政策变化已经引起的反对和质疑。表面上更加具有包容性的政策文本阻碍了全纳的实现。批判议题分析的目的在于作为一种