LEADER 03874nam 2200565 450 001 9910574877503321 005 20220224072034.0 010 $a0472055283 010 $a0-472-90270-9 024 7 $a10.3998/mpub.12000946 035 $a(CKB)5600000000470527 035 $a(OCoLC)1299149809 035 $a(MdBmJHUP)musev2_101331 035 $a(MiAaPQ)EBC7015378 035 $a(Au-PeEL)EBL7015378 035 $a(MiU)10.3998/mpub.12000946 035 $a(ScCtBLL)54a7a4fe-8f56-4470-b2b7-08f6147d7810 035 $a(EXLCZ)995600000000470527 100 $a20220224h20222022 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTranslating human rights in education $ethe influence of Article 24 UN CRPD in Nigeria and Germany /$fJulia Biermann 210 1$aAnn Arbor, Michigan :$cUniversity of Michigan Press,$d2022. 210 4$dİ2022 215 $a1 online resource (1 online resource xvi, 190 pages) $cillustrations 311 $a0-472-07528-4 320 $aIncludes bibliographical references (pages 155-184) and index. 330 3 $aThe 2006 United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) is the first human rights treaty to explicitly acknowledge the right to education for persons with disabilities. In order to realize this right, the convention's Article 24 mandates state parties to ensure inclusive education systems that overcome outright exclusion as well as segregation in special education settings. Despite this major global policy change to tackle the discriminations persons with disabilities face in education, this has yet to take effect in most school systems worldwide. Focusing on the factors undermining the realization of disability rights in education, Julia Biermann probes current meanings of inclusive education in two contrasting yet equally challenged state parties to the UN CRPD: Nigeria, whose school system overtly excludes disabled children, and Germany, where this group primarily learns in special schools. In both countries, policy actors aim to realize the right to inclusive education by segregating students with disabilities into special education settings. In Nigeria, this demand arises from the glaring lack of such a system. In Germany, conversely, from its extraordinary long-term institutionalization. This act of diverting from the principles embodied in Article 24 is based on the steadfast and shared belief that school systems, which place students into special education, have an innate advantage in realizing the right to education for persons with disabilities. Accordingly, inclusion emerges to be an evolutionary and linear process of educational expansion that depends on institutionalized special education, not a right of persons with disabilities to be realized in local schools on an equal basis with others. This book proposes a refined human rights model of disability in education that shifts the analytical focus toward the global politics of formal mass schooling as a space where discrimination is sustained. 606 $aPeople with disabilities$xEducation$zNigeria 606 $aPeople with disabilities$xEducation$zGermany 606 $aInclusive education$zNigeria 606 $aInclusive education$zGermany 607 $aGermany$2fast 607 $aNigeria$2fast 615 0$aPeople with disabilities$xEducation 615 0$aPeople with disabilities$xEducation 615 0$aInclusive education 615 0$aInclusive education 676 $a371.90943 700 $aBiermann$b Julia$01243986 712 02$aMichigan Publishing (University of Michigan), 801 0$bEYM 801 1$bEYM 906 $aBOOK 912 $a9910574877503321 996 $aTranslating Human Rights in Education$92885455 997 $aUNINA