Ashley Taylor

Knowledge Citizens? Intellectual Disability and the Production of Social Meanings Within Educational Research

Intellectual disability may appear to many as a barrier to participation in or the production of educational research. Indeed, a common perception of individuals seen as having cognitive impairments, and especially those with minimal or no verbal communication, is that they are incapable of the reasoning or lack the deliberative capacities necessary to participate in research or policy-influencing decision making. In this essay, Ashley Taylor dismantles these assumptions, challenging both the view of intellectual disability on which they rest and the view of epistemic competence they imply. Taylor shows how the absence or exclusion of people with intellectual disabilities labels from dominant knowledge-making institutions and arenas, including within educational research, amounts to injustice and results in their tacit or overt exclusion from civic education and political membership.

Theorizing Ability as Capabilityin Philosophy of Education

This chapter traces ‘capability’ as a topic of educational concern and ongoing debate, exploring what is meant by the philosophical concept of ‘capability’ in the international lineage of educational philosophy. Its purpose is first to clarify and situate the meaning of ‘capability’ within historical and contemporary debates within educational philosophy, and, second, to explore the relationship between specific philosophical accounts of capability and the notions of educational equality and social justice in education. While the term and concept of ‘capability’ has been used by philosophers of education to denote a specific theoretical framework for thinking about educational justice and equality – The Capability Approach – the concept of capability is also understood more broadly in terms of the power or potential of individual students relative to the interaction of their individual capacities with educational environments, access, and opportunities. Literature within philosophy of education that considers capability in this latter, more general way looks at the role of educational institutions, structures, and practices as enabling and disabling social forms and considers the limiting effects of categories of difference related to individuals’ perceived and assessed capacities. These two areas of research are linked by the question of what forms of education enable students of varying abilities to develop the capabilities to live good lives.