Why words matter: discursive patterns of power, agency, and positioning in school-based stakeholders’ figured world of inclusion
OA Version
Citation
Abstract
This dissertation explores the discursive ideologies shaping inclusive education through a Critical Discourse Analysis (CDA) of school-based stakeholders’ language within a large urban district. Grounded in the theoretical framework of Figured Worlds and the premise of systemic change, the study examines how discourse reflects, reinforces, or resists systems of power, privilege, and marginalization, particularly for students with disabilities (SWD) and those with multiply-marginalized identities. By analyzing how social actors, groups, and institutions are positioned within or outside stakeholders’ “figured world” of inclusion, the research highlights the ideological and rhetorical barriers that hinder authentic inclusive practices. Findings reveal that deficit-based language often frames inclusion as conditional, reinforcing exclusionary structures and limiting the agency of SWD. Conversely, discourse that others district-level staff diffuses responsibility for systemic inclusive change. This study fills a critical gap in special education research by applying CDA to stakeholder beliefs and contributes actionable insights for fostering inclusive school cultures. Ultimately, it argues that transforming how inclusion is talked about is essential to realizing its promise as a mechanism for social justice and educational equity.
Description
2025
License
Attribution 4.0 International