Lorella Terzi

Lorella Terzi
University of Roehampton | RU · Centre for Research in Beliefs, Rights and Values in Education (BRaVE)

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21
Publications
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1,162
Citations
Additional affiliations
September 2009 - November 2013
University of Roehampton
Position
  • Professor (Full)

Publications

Publications (21)
Chapter
Moral education is an enduring concern for societies committed to the value of justice and the wellbeing of children. What kind of moral guidance do young people need to navigate the social world today? Which theories, perspectives, values, and ideals are best suited for the task? This volume offers educators insight into both the challenges and pr...
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The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s f...
Article
A growing number of autistic pupils attend mainstream schools which raises questions around their educational and social inclusion. The current study explored the benefits of participating in a novel music and dance programme for autistic children and their peers, aged 5–8 years. It sought to discover whether music and dance tasks can be memorable...
Article
In recent decades, the pursuit of excellence, broadly defined as high educational achievement, has shaped the education systems and the research agendas of many countries across the world. Schools have been encouraged to provide a world-class quality education, with an emphasis on outstanding performance for some students, alongside a general impro...
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Inclusion has been a contested concept affecting policy and practice in education for many decades, particularly for individuals on the autism spectrum. Due to the challenges that autistic pupils may face in forming social relationships, they are at a greater risk of isolation and exclusion. This study explored whether music and dance can promote t...
Article
This chapter explores what is needed to secure equal social justice for all. It suggests ways in which the framework of distributive justice can address the needs of people with disabilities. The basic idea is to give everyone the necessary resources to enable them to acquire equal opportunities and achieve certain states. These resources should al...
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In this paper, I argue that rethinking questions of inclusive education in the light of the value of educational equality – specifically conceived as capability equality, or genuine opportunities to achieve educational functionings – adds some important insights to the current debate on inclusive education. First, it provides a cohesive value frame...
Article
In the 1979 Tanner lecture “Equality of What?” Amartya Sen formulates his well-known critique of John Rawls's conception of equality for failing to respond appropriately to the position of disabled people (Sen 1980). In Sen's view, disabled people are not equally considered by the Rawlsian metric of justice, since their difference in the conversion...
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The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all. However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribu...
Chapter
In this chapter I outline a possible conception of the capability to be educated. I argue that the capability to be educated, broadly understood in terms of real opportunities both for informal learning and for formal schooling, can be considered a basic capability in two ways. First, in that the absence or lack of this opportunity would essentiall...
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This article is the first of a 2-part synthesis of an international seminar on the classification of children with disabilities. It synthesizes 6 papers that address broad questions relating to disability classification and categorization, cross-national comparisons on disability in education, the World Health Organization's International Classific...
Article
In her recent pamphlet Special Educational Needs: a new look (2005) Mary Warnock has called for a radical review of special needs education and a substantial reconsideration of the assumptions upon which the current educational framework is based. The latter, she maintains, is hindered by a contradiction between the intention to treat all learners...
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This article presents elements of a capability perspective on impairment and disability and develops in connection with it a multidimensional and relational account of disability. It suggests how a capability perspective provides new and fundamental insights into the conceptualization of impairment and disability, and in doing this, resolves the te...
Thesis
This study is a philosophical conceptualisation of educational equality in retation to provision for disabled students and students with Special Educational Needs. Its theoretical core is the outline of a principled framework for a just distribution of educational opportunities to these students. Situated within liberal egalitarianism, this concept...
Article
abstract Emerging from the political activism of disabled people's movements and mainly theorised by the scholar Michael Oliver, the social model of disability is central to current debates in Disability Studies as well as to related perspectives on inclusive education. This article presents a philosophical critique of the social model of disabilit...
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Sen includes education among basic capabilities: the most minimal 'beings' and 'doings' that are fundamental to well-being. However, the conceptual and normative implications related to education thus defined have not been explored so far. In this paper I outline a possible conceptualisation of education as a basic capability. I argue that the capa...
Article
Full-text available
In this paper, I propose and defend a conceptualisation o f educational equality in relation to provision for disabled learners, based on the capability approach. I argue that this approach helps in conceptualising equality by focussing on the fundamental educational capabilities that are e ssential prerequisites for functioning a s an independent...

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