David Gordon

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David Gordon Ben-Gurion University of the Negev
MENTAL HABITS AND SOCIAL FORCES AS ENEMIES OF
INCLUSION HOW TO OVERCOME THEM
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• Inclusive policies in education are based on
  the belief that school frameworks should be
  adapted to children and NOT that children should
  be seen as needing to adapt to frameworks.
• The enemies of inclusion

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• Durkheim The Elementary Forms of the
  Religious Life
• All known religious beliefs present one
  common characteristic they presuppose a
  classification of all the things, real and ideal,
  of which men (sic) think into two classes or
  opposed groups, generally designated by two
  distinct terms which are translated well enough
  by the words profane and sacred. (p.52)
• The sacred and the profane have always and
  everywhere been conceived by the human mind as
  two distinct classes, as two worlds between which
  there is nothing in common (p.54)

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• Basil Bernstein On the classification and
  framing of educational knowledge. Class, Codes
  and Control, vol.3
•   Classification degree of separation
• Framing who is in control (ministry,
  teachers, children)

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• Collection code Integration code
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Strong classification weak classification
Strong framing weak framing
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Strong Classification
Identity as
professional (not private)
Development of professional guilds
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• maintenance of guild power by
• entrance examinations
• keeping secrets
•  the big secret we know little, which is why we
  do research!
• very few feel in their bones that knowledge is
  permeable

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• surface structure the simple facts of the
  discipline
•  deep structure the source for creating
  new knowledge

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• Collection Code Integration Code
• surface structure deep structure
•  

deep structure surface structure
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public time/private time
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• Standardization reflex
• common curriculum
• common teaching method
• standardized testing
• common time

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• Standardization reflex

the creation of achievers / non-achievers
classification
non-inclusion
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• difference as problem
•  
• difference as value

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• in order to fully succeed, an inclusion policy
  must be bolstered by deep supports in the school
  culture
• a collapsing of the sacred/profane divide
• an integration code
• an ethos which views difference as a value
• a non-standardization ethos
• opportunities for students to use time privately