Accessibility as a device: difference, subjectivation, and inclusion in education
DOI:
https://doi.org/10.5902/1984686X93482Keywords:
Accessibility, Philosophy of Difference, Dispositif, Subjectivation, OthernessAbstract
This essay investigates the notion of accessibility in inclusive education from an eminently theoretical standpoint, combining approaches from Special Pedagogy, the Social Model of Disability, Psychology, and the Philosophy of Difference. Accessibility is problematized as a historical-discursive construction, entangled in regimes of knowledge and power that normalize bodies, competencies, and modes of learning, while framing institutional, discursive, and administrative practices that produce included and excluded subjects. Subsequently, the Social Model of Disability is analyzed as a critical paradigm that shifts the focus from the individual per se to social and institutional barriers, proposing a reinterpretation of the subjectivations emerging from these tensions. The Philosophy of Difference, in turn, is mobilized to question the categories of normality and uniformity, affirming the radical singularity of the subject. Thus, a critical and interdisciplinary approach to accessibility is proposed, oriented toward the construction of educational spaces that recognize difference as a value rather than as a deficit.
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