Vulnerabilisierung des Kindes im schulischen Kontext von Inklusion.
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| Title: | Vulnerabilisierung des Kindes im schulischen Kontext von Inklusion. |
|---|---|
| Alternate Title: | Doing Vulnerability in the Context of Inclusion in School. |
| Authors: | Sufryd, Katharina1 katharina.sufryd@uni-koeln.de |
| Source: | Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung. 2026, Vol. 21 Issue 2, p215-228. 14p. |
| Subject Terms: | *Educational support, *Ableism, *Discourse, *Disability studies, *School administration, Inclusion (Disability rights), Precarity, Power (Social sciences) |
| Abstract (English): | This article discusses the vulnerability of children in the school administration of inclusion within the frame-work of special educational support under school law (AO-SF §13(1)) based on ethnographic data. It argues that deficit-oriented discourse on development renders children particularly 'vulnerable', thereby legitimizing applications for individual special educational support. This finding is examined from a power-critical perspective, drawing on educational research on childhood and perspectives from disability studies. Methodologically, the study is based on discourse-analytical ethnography (Rabenstein et al., 2020) combined with constructivist grounded theory (Charmaz, 2006). The subjectivizing effects on the child are interpreted from a critical perspective on ableism and reflected upon with regard to the institutional boundaries within school inclusion processes. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Der Beitrag diskutiert die Vulnerabilisierung des Kindes in der schulischen Verwaltung von Inklusion im schulgesetzlichen Rahmen sonderpädagogischer Förderung (AO-SF §13(1)) auf Basis ethnographischen Datenmaterials. Es wird argumentiert, dass durch das defizitorientierte Sprechen über die Entwicklung das Kind als besonders ,vulnerabel' hervorgebracht wird, wodurch die Antragsstellung individueller sonderpädagogischer Förderung legitimiert werden kann. Dieses Ergebnis wird aus machtkritischer Perspektive unter Rückgriff auf Arbeiten erziehungswissenschaftlicher Kindheitsforschung und Perspektiven der Dis/Ability Studies beleuchtet. Methodologisch erfolgt die Orientierung an die diskursanalytische Ethnographie (Rabenstein et al., 2020) verbunden mit der konstruktivistischen Grounded Theory (Charmaz, 2006). Die ordnungsweisenden subjektivierenden Effekte für das Kind werden ableismuskritisch gedeutet und mit Blick auf die institutionelle Grenzziehung innerhalb schulischer Inklusionsprozesse reflektiert. [ABSTRACT FROM AUTHOR] |
| Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194835860 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vulnerabilisierung des Kindes im schulischen Kontext von Inklusion. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Doing Vulnerability in the Context of Inclusion in School. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sufryd%2C+Katharina%22">Sufryd, Katharina</searchLink><relatesTo>1</relatesTo><i> katharina.sufryd@uni-koeln.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Discourse%3A+Journal+of+Childhood+%26+Adolescense+Research+%2F+Diskurs+Kindheits-+und+Jugendforschung%22">Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung</searchLink>. 2026, Vol. 21 Issue 2, p215-228. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Ableism%22">Ableism</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Disability+studies%22">Disability studies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Precarity%22">Precarity</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article discusses the vulnerability of children in the school administration of inclusion within the frame-work of special educational support under school law (AO-SF §13(1)) based on ethnographic data. It argues that deficit-oriented discourse on development renders children particularly 'vulnerable', thereby legitimizing applications for individual special educational support. This finding is examined from a power-critical perspective, drawing on educational research on childhood and perspectives from disability studies. Methodologically, the study is based on discourse-analytical ethnography (Rabenstein et al., 2020) combined with constructivist grounded theory (Charmaz, 2006). The subjectivizing effects on the child are interpreted from a critical perspective on ableism and reflected upon with regard to the institutional boundaries within school inclusion processes. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (German) Group: Ab Data: Der Beitrag diskutiert die Vulnerabilisierung des Kindes in der schulischen Verwaltung von Inklusion im schulgesetzlichen Rahmen sonderpädagogischer Förderung (AO-SF §13(1)) auf Basis ethnographischen Datenmaterials. Es wird argumentiert, dass durch das defizitorientierte Sprechen über die Entwicklung das Kind als besonders ,vulnerabel' hervorgebracht wird, wodurch die Antragsstellung individueller sonderpädagogischer Förderung legitimiert werden kann. Dieses Ergebnis wird aus machtkritischer Perspektive unter Rückgriff auf Arbeiten erziehungswissenschaftlicher Kindheitsforschung und Perspektiven der Dis/Ability Studies beleuchtet. Methodologisch erfolgt die Orientierung an die diskursanalytische Ethnographie (Rabenstein et al., 2020) verbunden mit der konstruktivistischen Grounded Theory (Charmaz, 2006). Die ordnungsweisenden subjektivierenden Effekte für das Kind werden ableismuskritisch gedeutet und mit Blick auf die institutionelle Grenzziehung innerhalb schulischer Inklusionsprozesse reflektiert. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194835860 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3224/diskurs.v21i2.04 Languages: – Code: ger Text: German PhysicalDescription: Pagination: PageCount: 14 StartPage: 215 Subjects: – SubjectFull: Educational support Type: general – SubjectFull: Ableism Type: general – SubjectFull: Discourse Type: general – SubjectFull: Disability studies Type: general – SubjectFull: School administration Type: general – SubjectFull: Inclusion (Disability rights) Type: general – SubjectFull: Precarity Type: general – SubjectFull: Power (Social sciences) Type: general Titles: – TitleFull: Vulnerabilisierung des Kindes im schulischen Kontext von Inklusion. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sufryd, Katharina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18625002 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung Type: main |
| ResultId | 1 |
