Journal Papers by Anat Greenstein
This paper draws on material generated from a qualitative study of educational impacts of a Briti... more This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as ‘the bedroom tax’ (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare ‘reform’ (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation - as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational ‘problems’, and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also – at times – how they can become the subject of – in the sense of reformulating – these discourses in their accounts of everyday activities. After outlining our approach and the context for
the study, we focus on four examples drawn from the narratives of the various stakeholders in the study – parents/carers, school staff and other community-based organisations as illustrations of how
this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via
social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our
own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and
methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.
This paper explores how the Removal of the Spare Room Subsidy policy, commonly known as the Bedro... more This paper explores how the Removal of the Spare Room Subsidy policy, commonly known as the Bedroom Tax, works materially and discursively to create certain types of individuals and families as valued and deserving, while portraying others as excessive, wasteful or discretionary. The paper draws on a qualitative study project (Bragg et al., 2015) which generated accounts from 14 families impacted by the policy, as well as 39 interviews with key workers in local schools, charities and community organisations. Through analysis of official texts (such as the policy text and related debates in Parliament) and interview data, the paper explores how particular gendered understandings of care and kinship are constructed, regulated, penalised, and performed via the Bedroom Tax, and how these impact on the everyday lives of families subject to the subsidy removal, and beyond this also to their neighbours and neighbourhoods.
This paper details the work of a group of learning disabled people (people with intellectual disa... more This paper details the work of a group of learning disabled people (people with intellectual disabilities) who contribute to the teaching of students undertaking a degree program at one of the UK's most elite universities. Traditional notions relating to knowledge production within academia are examined and we demonstrate how the participation of learning disabled people in classroom teaching challenges these. Drawing on the work of Freire (1972) the paper demonstrates how co-teaching by learning disabled people has a transformative impact on educational experiences. Finally, the current changes impacting the UK higher education sector are detailed and we explore how these changes are negatively impacting on courses that seek to move away from traditional approaches to pedagogy.
An introduction to the special issue Disabled children and disabling childhoods in the global So... more An introduction to the special issue Disabled children and disabling childhoods in the global South
The use of creative methods has been advocated within disability and childhood research as a mean... more The use of creative methods has been advocated within disability and childhood research as a means of including voices of inarticulate participants in research, as it can support and supplement the use of conventional language. This paper draws on a research project aimed at designing ‘the best school in the world’ with five students in a special needs unit of a secondary school in a socially deprived community in England, to suggest the use of playful creative methods in generating and representing data in inclusive education research. Play, as an activity occurring in an actual social reality yet not completely governed by its rules, offers an interesting starting point for researchers interested not only in describing the existing world but also in imagining viable alternatives to it. This paper discusses how using a playful methodology had an impact on power relations and provided an accessible context to foster participants' engagement in reflexive discussions about social norms and values. Creative and playful methodology was also useful in transgressing the primacy of language in educational research, thus opening spaces for other aspects of experience to be included in the analysis.
Debates about the meanings of inclusive education are long-lasting, and the imperative to include... more Debates about the meanings of inclusive education are long-lasting, and the imperative to include disabled students in mainstream schools is currently under threat by the UK government's educational policies. This paper draws on critiques from inclusive education and critical pedagogy literature, as well as on findings from field research in a special unit in a secondary school in the UK, to argue for a thorough change in educational provision that is currently incompatible with notions of inclusion. The paper examines how changing the politics of disability, access and relations of belonging in the context of field research has had a positive impact on educational provision in accordance with critiques of education from disability, feminist and anti-capitalist standpoints. However, while the educational provision in the school's special unit successfully challenged many disabling barriers to education, its lack of engagement with issues of power and wider social structures made it vulnerable to recuperation. The paper points to the relevance of including ideas from critical pedagogy within research and practice in inclusive education, which provide a useful tool for dealing with such issues.
Books by Anat Greenstein
Many people who work in education start out with enthusiastic ideals about education as a positiv... more Many people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students. This is particularly true for students identified as having “special educational needs” or disability, a label often used to justify the ways in which students are failed by a system that focuses on narrow definitions of knowledge, seeks to normalise and control behaviour, and values economic productivity over other forms of human activity.
This book offers a substantive critique of education, which is understood as a political and social process that can work to reify the social order or to challenge it. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that support relations of interdependency.
Drawing on examples from interviews with activists in the disabled people’s movement and from ethnographic work in a special needs unit, questions around knowledge, relationships and power are examined in an attempt to re-imagine educational practices, both in and out of schools, which are creative, democratic, and sensitive to the relational and material needs of different members of the community. As such, the book will be of interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
Reviews by Anat Greenstein
Disability & Society, 2013
ABSTRACT This book brings together authors from around the world who present their research and i... more ABSTRACT This book brings together authors from around the world who present their research and ideas on initiative to overcome obstacles to inclusive schooling
Disability & Society, 2014
Autonomy the Critical Journal of Interdisciplinary Autism Studies, Aug 7, 2014
Book chapters by Anat Greenstein
This chapter will take the form of a personal narrative, as I will reflect from my current stand ... more This chapter will take the form of a personal narrative, as I will reflect from my current stand point-that of a lecturer in Disability Studies-upon my past experiences and practices as a speech and language therapist in Israel/Palestine. Equipped with the theoretical lens of critical disability studies I will revisit instances from my practice of different approaches to speech and language therapy, and explore which understandings of " the subject " or " the person " they promote. I will begin by exploring the cognitivist approach, which promotes a notion of the subject as a sum of discrete rationale processes that can be subjected to scientific research and measurement, and renders its subjects anonymous, disembodied and emotionless (Goodley, 2011). I will continue by looking at play therapies which adhere to a notion of play as 'potential space' (Winnicott, 1971) located between internal and external reality. These approaches therefore focus on play as a tool for changing not only individuals' behaviour but also their inner worlds (Shelly & Golubock, 2007). In the last section of the chapter I will develop an interaction-focused approach to speech and language therapy, based on ideas from Delueze and Guattari adapted to disability by researchers such as Shildrick& Price (2006), and discuss the dilemmas arising from practicing such an approach, and the role of professionals in relation to the lives and communication of disabled children.
Drafts by Anat Greenstein
Reports by Anat Greenstein
This guidance covers the considerations that researchers should take into account when conducting... more This guidance covers the considerations that researchers should take into account when conducting research with the autistic community (autistic adults, parents of autistic children, family members and carers).
Papers by Anat Greenstein
Disability Studies Quarterly, 2015
<p><... more <p><span>This paper details the work of a group of learning disabled people (people with intellectual disabilities) who contribute to the teaching of students undertaking a degree program at one of the UK's most elite universities. Traditional notions relating to knowledge production within academia are examined and we demonstrate how the participation of learning disabled people in classroom teaching challenges these. Drawing on the work of Freire (1972) the paper demonstrates how co-teaching by learning disabled people has a transformative impact on educational experiences. Finally, the current changes impacting the UK higher education sector are detailed and we explore how these changes are negatively impacting on courses that seek to move away from traditional approaches to pedagogy.</span></p>
education policy analysis archives, 2017
This paper draws on material generated from a qualitative study of educational impacts of a Briti... more This paper draws on material generated from a qualitative study of educational impacts of a British welfare reform affecting housing rent subsidy, size and location commonly known as ‘the bedroom tax’ (Bragg et al., 2015), which was partly taken as a topic for study specifically because of its iconic status as a controversial and unpopular welfare ‘reform’ (or cut). The analysis draws on Foucauldian understandings of subjectification or subject-formation - as elaborated both from within and in relation to the social (Foucault, 1970; 1983; Ball, 1990; Olssen, 2006; Popkewitz & Brennan, 1998), read through new and newly available perspectives (Allen, 2015; Pêcheux, 2014). This approach is applied to discuss how those addressed by educational policy, and also as research participants, are both subject to prevailing political and practice-oriented discourses (of educational ‘problems’, and of the neoliberal frameworks by which poverty and welfare cuts are discussed), but also – at times...
Radical inclusive pedagogy: connecting disability, education and activisim
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Journal Papers by Anat Greenstein
the study, we focus on four examples drawn from the narratives of the various stakeholders in the study – parents/carers, school staff and other community-based organisations as illustrations of how
this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via
social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our
own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and
methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.
Books by Anat Greenstein
This book offers a substantive critique of education, which is understood as a political and social process that can work to reify the social order or to challenge it. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that support relations of interdependency.
Drawing on examples from interviews with activists in the disabled people’s movement and from ethnographic work in a special needs unit, questions around knowledge, relationships and power are examined in an attempt to re-imagine educational practices, both in and out of schools, which are creative, democratic, and sensitive to the relational and material needs of different members of the community. As such, the book will be of interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
Reviews by Anat Greenstein
Book chapters by Anat Greenstein
Drafts by Anat Greenstein
Reports by Anat Greenstein
Papers by Anat Greenstein
the study, we focus on four examples drawn from the narratives of the various stakeholders in the study – parents/carers, school staff and other community-based organisations as illustrations of how
this discursive approach can provide rich readings of relevance to educational policy debates. From these we not only take further discussions of the production and regulation of subjectivities via
social and educational policy practices, but also offer indicative glimpses of resistance to this as expressed by those who are its primary subjects, and where in one case such resistance brings our
own research commitments under critical scrutiny. As such, the contribution of this article is both topic-related (concerning the educational impacts of policy) but, crucially, also conceptual and
methodological, in motivating for a Foucauldian-influenced discursive approach that is sensitive to struggle and resistance.
This book offers a substantive critique of education, which is understood as a political and social process that can work to reify the social order or to challenge it. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that support relations of interdependency.
Drawing on examples from interviews with activists in the disabled people’s movement and from ethnographic work in a special needs unit, questions around knowledge, relationships and power are examined in an attempt to re-imagine educational practices, both in and out of schools, which are creative, democratic, and sensitive to the relational and material needs of different members of the community. As such, the book will be of interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.