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Knowledge in policyEmbodied, inscribed, enacted$
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Richard Freeman and Steve Sturdy

Print publication date: 2014

Print ISBN-13: 9781447309987

Published to University Press Scholarship Online: September 2014

DOI: 10.1332/policypress/9781447309987.001.0001

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date: 23 August 2017

Knowledge conflicts

Knowledge conflicts

embodiment, inscription and the education of children with learning disabilities in Germany

Chapter:
(p.159) NINE Knowledge conflicts
Source:
Knowledge in policy
Author(s):

Alma Demszky

Publisher:
Policy Press
DOI:10.1332/policypress/9781447309987.003.0009

Who knows best? This case study of the legal regulation of schools for children with learning disabilities in Germany pits the embodied knowledge and expertise of parents and teachers against the inscribed wisdom of the law. The parents of disabled children have a very special knowledge of the bodies and minds of those children, which sometimes conflicts with the knowledge of teachers or policy makers: we might understand this as a conflict between the embodied knowledge of the parents and the inscribed knowledge of the law. This conflict is managed and settled in practical decision-making in the moment of enactment. The law is interpreted and enacted in the everyday decision-making of the school: this need for enactment makes for the possibility of accommodation or translation between embodied and inscribed forms of knowledge.

Keywords:   learning disability, education policy, law, Germany, embodied inscribed enacted, knowledge conflict

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