残障的“身份化”意涵与启示——融合教育背景下的全新理解

The “Identification” of Disability and Its Implications: A New Understanding in the Context of Inclusive Education

残障身份理论是所有残障研究领域的基础理论之一,它为人们理解残障提供了理论框架,也影响了人们对待残障群体的方式。在融合教育语境中,残障概念早已超越了单维度的“医学—心理学”“缺陷”视角,它融合了残障者个人特征及其社会文化意义的多维度视角,成为支撑融合教育理念与实践的支柱之一。西方社会对残障的理解变化是通过复杂的“残障身份化”过程来实现的。通过构建独属于残障群体的“残障文化”,使残障成为一种与种族、性别等类似的“文化身份”。西方世界关于残障理解的转变过程及其背后的社会文化机制,对我国融合教育本土化理论探索具有一定启示。

Disability identity theory is one of the basic theories in disability study fields. It provides a theoretical framework for people to understand disability, which determines the way people treat individuals with disabilities. In the context of inclusive education, the concept of disability is far more than a single-dimensional “medical-psychological” model, but a multi-dimensional model which integrates the individual characteristics of the disabled and their social-cultural significance, which has become one of the pillars supporting the concept and practice of inclusive education. This change of the understanding of disability in western society is achieved through a complex process of “disability identification”. Through the construction of “disability culture” of the disabled group, the “cultural identity” of disability, similar to race and gender, has been constructed(a group “sense of identity” acquired based on common group cultural identity), which relies on the history-cultural context of western society. This transformation about disability in the west and its social-cultural mechanism behind it provide implications for theoretical exploration of inclusive education in China.