Julia Kristeva, sårbarhetens politikk og spesialpedagogikkens rolle i ...

Berit H. Johnsen: Julia Kristeva, sårbarhetens politikk og spesialpedagogikkens rolleEnglish abstract: Julia Kristeva, politics of vulnerability and the role ofspecial needs education in the Norwegian schoolForty years have now passed since the so-called Blom Committee delivered itsproposition to the Norwegian Parliament in 1970, starting a major turn fromsegregated educational organisation towards individual adaptation in schoolsfor all pupils. This turn has necessitated fundamental changes in the role ofteachers. Through the years large amounts of funding have been invested inthis changing operation. Current studies show examples of inclusion practices,but also that the goal of creating inclusive schools is far from having beenreached. How can we explain why many children with disabilities still are notseen or welcomed in classrooms and offered education in accordance withtheir abilities and needs? Why is it that the Official Norwegian Report NOU2009: 18: Right to Learn calls for a cover-up of the concept ‘special needs education’,a concept representing expert knowledge and skills in individuallyadapted education and the development of inclusive practices in school? Couldone reason be our own fears as professionals and fellow human beings? Is thatwhat prevents us from taking full responsibility for pupils with special needs?The French-Bulgarian philosopher and psychoanalyst Julia Kristeva raisesthis unpleasant question, arguing for a new ethical-political project: the policyof vulnerability. This article presents an introductory discussion on the policyof vulnerability, emphasising how it may be applied as a tool for criticisingNorwegian educational and special needs educational practice, as well as providinga perspective for further development towards inclusion.Keywords: Julia Kristeva’s policy of vulnerability, inclusive practices, educationaland special needs educational cooperation79