Search results

Much of the lesson study research in initial teacher education (ITE) is focussed on single cases and pilot projects. As a result, there is very little consideration of the wider cultural and organisational issues which need to be considered if lesson study is to become embedded within ITE partnerships in the longer term. The move from novelty to sustainability is not an easy one but is rarely considered within the LS literature. Here, the authors argue that Normalisation Process Theory, a framework first developed in the medical, health and social care sphere can be used to offer a wider, organisation-level perspective on successfully embedding lesson study in ITE partnerships.

The concept that guides the present research is orientation toward disability. This concept is related to, but broader than, the concept of disability identity that has driven some previous research in this area (see, e.g., Gill, 1997; Putnam, 2005). The concept of identity or self suggests a person's definition of him or herself and usually includes both cognitive (“I am a person with a disability”) and evaluative (“I am proud to be a person with a disability”) components.

We undertake a genealogical critique to undermine the very noble but hardly questioned implementation of inclusive education in Indonesia, less to identify dubious neo-colonial powers of particular groups, than to deconstruct ill-defined understandings of schooling as a process of ‘normalisation’ of the ‘abnormals’. We approach inclusive classes through Foucault's concept of Heterotopia, a space which is deviant from the norm. Instead of questioning inclusive education as a heterotopian way of schooling only, we contest regular schooling itself and the power normalisation. Along a second Foucauldian concept of Heterochronia we connect historical insights of seating Indonesian children at a regular school desks in 1920 with the training of children with special needs to be seated in Indonesian disability centres 2020. We argue that ‘normalisation’ as such can hardly be critiqued, because it is an existing social and institutional normality. But taking critique as a conflict between colonial, globalising and even humanitarian forces, enables a Foucauldian analysis of normalising technologies of education and of inclusive education in particular.

Relative bipolarisation indices are usually constructed making sure that they achieve their minimum value of bipolarisation if and only if distributions are perfectly egalitarian. However, the literature has neglected discussing the existence of a benchmark of maximum relative bipolarisation. Consequently there is no discussion as to the implications of maximum bipolarisation for the optimal normalisation of relative bipolarisation indices either. In this note we characterize the situation of maximum relative bipolarisation as the only one consistent with the key axioms of relative bipolarisation. We illustrate the usefulness of incorporating the concept of maximum relative bipolarisation in the design of bipolarisation indices by identifying, among the family of rank-dependent Wang–Tsui indices, the only subclass fulfilling a normalisation axiom that takes into account both benchmarks of minimum and maximum relative bipolarisation.

Sports betting has become more prevalent, visible and socially accepted in Western liberal societies than ever before. This normalisation of gambling on sports has been fuelled by deregulation, the omnipresence of advertising and the growing dependency of elite sports on sponsorship revenue streams from the gambling industry. That said, much remains to be uncovered about the mechanisms through which this normalisation of gambling occurs in sports. This chapter focuses on the role of sports clubs in Belgium and the Netherlands, drawing on empirical insights from two related studies that examine the oft-neglected salience of integrity as a key factor shaping gambling-related policy and practice at the organisational level. This sets the stage for a critical research agenda that can support the denormalisation of gambling, and the deconstruction of dominant discourses that frame sports betting as a fun, risk-free social practice.

Gambling is well-recognised as a significant public health threat. However, current responses to gambling still primarily focus on individualised responsible gambling paradigms, which neglects to consider the range of commercial and political determinants that contribute to gambling harm and how it might influence young people's gambling attitudes and consumption intentions. This includes the marketing tactics used by the gambling industry to normalise harmful gambling products as embedded in everyday life, including in sport. Young people have demonstrated an in-depth gambling brand awareness and can even recall specific strategies used in gambling advertising that might appeal to children. There have been continuous calls for action to protect children and young people from the commercial marketing of gambling products from a range of stakeholders, including young people and their parents. Young people and their parents are very supportive of increased regulations on gambling advertising, particularly during sport, and have called for sporting teams and codes to reject sponsorship deals with gambling companies. However, a heavy reliance on industry self-regulation has meant that governments across the world have decided that the costs associated with exposing children and young people to pervasive gambling marketing are outweighed by perceived benefits that gambling provides to businesses benefiting financially from gambling. Comprehensive curbs on marketing, as seen in tobacco, are required to significantly reduce young people's exposure to gambling advertising and ultimately prevent the next generation of harm.

This chapter generally concerns how elements of liberal democratic constitutional discourse have functioned to normalize emergency and possible state of exception governance during the COVID-19 pandemic. More specifically, the chapter focuses on the transference of legislative power to the executive under conditions of emergency rule and how it is possible for delegated emergency lawmaking to operate beyond the limits of what is constitutionally permissible; thus, triggering a state of exception. The chapter uses the deployment emergency rule during the pandemic in The Bahamas as a case study to show how ambivalence and legal uncertainty were the two principal drivers of the normalization process produced by elements of constitutional discourse, and then further explains how constitutionalism, generally, and in its dysfunctional application, can reinforce the processes normalizing emergency and possible state of exception governance.

The rise of special education in Norway dates back to the early 1880s. Originally, special education was strongly influenced by the Age of Enlightenment and religious and philanthropic commitment to disadvantaged children. This chapter describes the development of special education by examining five critical eras, namely, The Era of Philanthropy, the Era of Segregation – Protection for Society, The Era of Segregation-Best Interest of the Child, The Age of Integration – Social Critique and Normalization, and The Age of Inclusion. Also, included are sections on the origins of public education, teacher preparation aspects, approaches to special education, working with families, and important legislative acts that support the right to education for students with disabilities. The chapter also explores the tension that exists today between regular and special education due to Norwegian legislation that emphasizes that students that do not benefit from regular education have a right to special education. The chapter concludes with a discussion about the future challenge to special education, namely, the efficacy of special education.