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  • 1.
    Jerlinder, Kajsa
    et al.
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Danermark, Berth
    Örebro universitet.
    Gill, Peter
    Högskolan i Gävle, Ämnesavdelningen för pedagogik.
    Normative approaches to justice in physical education for pupils with physical disabilities: dilemmas of recognition and redistribution2009In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 24, no 3, p. 331-342Article in journal (Refereed)
    Abstract [en]

    Seeking social justice in education for pupils with disabilities creates certain dilemmas. A ‘school for all’ means that educators are faced with a dilemma where the notion of ‘disability’ is perceived as ought not to matter, but where in actual fact it seems to matter very much! This article explores ways out of this general educational dilemma using the context of physical education (PE) for pupils with physical disabilities within the compulsory school as an example. Justice theories of resource distribution and cultural recognition affect educational outcomes, where demands are for justice and equity. Fraser’s (2000/2001) notion of ‘social status’, together with a pluralistic approach to identities where personal experiences are given a place, is used to suggest a solution to the dilemma. It is concluded that a redistribution of economic resources and social recognition is necessary if social justice within PE is to become a reality.

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