embodiment, inscription and the education of children with learning disabilities in Germany
Who knows best? This case study of the legal regulation of schools for children with learning disabilities in Germany pits the embodied knowledge and expertise of parents and teachers against the inscribed wisdom of the law. The parents of disabled children have a very special knowledge of the bodies and minds of those children, which sometimes conflicts with the knowledge of teachers or policy makers: we might understand this as a conflict between the embodied knowledge of the parents and the inscribed knowledge of the law. This conflict is managed and settled in practical decision-making in the moment of enactment. The law is interpreted and enacted in the everyday decision-making of the school: this need for enactment makes for the possibility of accommodation or translation between embodied and inscribed forms of knowledge.
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