Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools
Year: 2025
Type: article
Abstract: ABSTRACT In this article, I critically examine the concept of ableism within educational contexts, highlighting its normative dimensions and implications for learning in schools. Drawing on neo‐institutionalist theories of education, I explore how normative expectations around ability shape educational practices and contribute to the marginalization of students with disabilities. I argue that ableism is not merely a matter of individual prejudice but is embedded in institutional structures and cultural norms. In this article, I critique the conceptual ambiguity in current ableism discourse—particularly the conflation of normativity and normality—and call for a more precise analytical framework. By distinguishing between educational goals and the means to achieve them, I advocate for a multifactorial approach to combating ableism that addresses individual attitudes, institutional practices, and societal norms.
Source: Educational Theory
DOI: 10.1111/edth.70044
Author: Franziska Felder
Institution: University of Zurich
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,760
OpenAlex ID: W4413377848