The Future of Education

Adopting key constructs from Bourdieu’s theory as a conceptual framework, this paper examines inclusive education policy in Ireland.  The discourse of policy and legislation are analysed and qualitative narratives, from key stakeholders, enrich such analysis.  The paper reveals, through a story told, the attitudes, beliefs and values that can influence the evolution of inclusive education policy.  Professional discourses are shaped by doxa (Bourdieu, 1978), historically situated presuppositions that shape and give meaning to thoughts, actions and language (Foucault, 1972).  These suppositions are grounded in unquestioned assumptions that are reflected in values, beliefs, interests and interpretations contained in the knowledge tradition or habitus of the professions and are often unconsciously held (Bourdieu, 1978).  This paper argues that this habitus, among the professions in education, warrants deconstruction because of its particular agency.  In the current context of a new model to support the inclusion (Dept. of Education and Skills 2017) of students with special educational needs in Irish schools, the study embraces Dewey’s democratic principles of voice and participation for future policy analysis, nationally and internationally. By highlighting these democratic themes and deconstructing the habitus held among key participants in policy implementation, the paper illustrates that inclusion is far more than a new service delivery model but rather a consistent process of deconstruction and construction in order to realise real participation for all.

Keywords: Inclusion; Policy; Habitus; Special Educational Needs; Models of Support;