Opin vísindi

Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Hakala, Katariina
dc.contributor.author Björnsdóttir, Kristín
dc.contributor.author Lappalainen, Sirpa
dc.contributor.author Johannesson, Ingolfur Asgeir
dc.contributor.author Teittinen, Antti
dc.date.accessioned 2019-04-17T11:29:08Z
dc.date.available 2019-04-17T11:29:08Z
dc.date.issued 2018-01-02
dc.identifier.citation Hakala, K., Björnsdóttir, K., Lappalainen, S., Jóhannesson, I. Á., & Teittinen, A. (2018). Nordic perspectives on disability studies in education: a review of research in Finland and Iceland. Education Inquiry, 9(1), 78-96. doi:10.1080/20004508.2017.1421390
dc.identifier.issn 2000-4508
dc.identifier.uri https://hdl.handle.net/20.500.11815/1117
dc.description Publisher's version (útgefin grein)
dc.description.abstract Disability studies in education (DSE) is an interdisciplinary field derived from the need to re-conceptualise special education dominated by a medical perspective on disability. In this article we identify what characterises DSE research and consider whether there is a case for arguing for a specific field of DSE in Finland and Iceland. Our analysis is based on a review of 59 studies published by Finnish and Icelandic scholars during the time period of ratification process of the UN Convention on the Rights of People with Disabilities from 2007 to 2016 in Finland and Iceland. We suggest that DSE has emerged as a dynamic area of research in both countries. It has provoked researchers to analyse disability in social contexts and turn the gaze from individual person with disabilities to the social structures and educational policies and practices. The fields of DSE in Finland and Iceland have not developed in identical ways and both have fluid crossovers to related fields such as disability studies and inclusive education. We argue for the potential of DSE to contribute to the discussion on educational equality and social justice. However, this requires opportunities to bring together scholars across disciplinary borders.
dc.description.sponsorship This work was supported by the NordForsk [project no. 57741].
dc.format.extent 78-96
dc.language.iso en
dc.publisher Informa UK Limited
dc.relation.ispartofseries Education Inquiry;9(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Educational equality
dc.subject Inclusive education
dc.subject Special education
dc.subject Social justice
dc.subject Social perspectives on disability
dc.subject Menntamál
dc.subject Jafnréttismál
dc.subject Sérkennsla
dc.subject Fötlun
dc.subject Fötlunarfræði
dc.title Nordic perspectives on disability studies in education: a review of research in Finland and Iceland
dc.type info:eu-repo/semantics/article
dcterms.license This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.description.version Peer Reviewed
dc.identifier.journal Education Inquiry
dc.identifier.doi 10.1080/20004508.2017.1421390
dc.relation.url https://www.tandfonline.com/doi/pdf/10.1080/20004508.2017.1421390
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of Education (UI)

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