%0 Journal Article
%T Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach
%A Jennifer Van Aswegen
%A Michael Shevlin
%J Policy Futures in Education
%@ 1478-2103
%D 2019
%R 10.1177/1478210318817420
%X Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by FoucaultĄ¯s theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015¨C2024was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a capabilities approach in creating a discursive policy space where social justice througheducation for disabled people can be imagined
%K Capabilities approach
%K neoliberal-ableism
%K disability
%K social justice
%K education
%K neoliberalism
%U https://journals.sagepub.com/doi/full/10.1177/1478210318817420