Seeing inclusive education as a process of removing barriers and dis-abilities and to foster participation and learning for all students in educational organizations (Ainscow & Sandill, 2010; Florian & Beaton, 2018), research approaches and perspectives are valuable for sustaining a theoretically, analytically and methodologically consistent perspective on social order and structural barriers as well as on their transformation. This analytical research perspective challenges researchers to reflect on the positionality and normativity of their research as well as the problem of reification of deficit-oriented categories in educational research (Messiou, 2017). The chapter analyses how the problem of normativity and reification is addressed in the practice of international qualitative research and publishing, in regard to inclusive education. It endeavours to provoke critical thinking about how inclusive education research can target these challenges by discussing interpretative and reconstructive research approaches. Hence, the paper explores how to develop ways of analysing processes and practices regarding inclusion and exclusion.
Badstieber, B., Gasterstädt, J. and Köpfer, A. (2022), "Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research", Amrhein, B. and Naraian, S. (Ed.) Reading Inclusion Divergently (International Perspectives on Inclusive Education, Vol. 19), Emerald Publishing Limited, Bingley, pp. 171-185. https://doi.org/10.1108/S1479-363620220000019012
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