Education towards difference and inclusion. Two types of discourses —to positive pedagogy*

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dc.contributor.authorKwieciński, Zbigniew
dc.date.accessioned2015-02-04T12:12:10Z
dc.date.available2015-02-04T12:12:10Z
dc.date.issued2014
dc.description.abstractThe main goal of this article is description of two educational discourses pertaining to differences, their acceptance and eradication or alleviation. The first is the special needs pedagogy, which has seen a dispute between the enthusiasts of institutional and social integration of the disabled with people, communities and institutions dominated by those within a given norm. The second is characteristic of the critical pedagogy and sociology—concerns people and social groups who are culturally and socially excluded and marginalised, both overtly and covertly.pl_PL
dc.identifier.citationJournal of Gender and Power, No.2, Vol.2, 2014, pp. 29-36pl_PL
dc.identifier.isbn978-83-232-2804-2
dc.identifier.issn2391-8187
dc.identifier.urihttp://hdl.handle.net/10593/12670
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectinclusionpl_PL
dc.subjectspecial needs pedagogypl_PL
dc.subjectcritical pedagogypl_PL
dc.subjectpositive pedagogypl_PL
dc.titleEducation towards difference and inclusion. Two types of discourses —to positive pedagogy*pl_PL
dc.typeArtykułpl_PL

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Journal of Gender and Power, No.2, Vol.2, 2014