L’école Gulliver and La Borde: An ethnographic account of collectivist integration and institutional psychotherapy

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Borde. At both La Borde and Gulliver, daily life and institutional practices are structured to maximize transversality, with the intention of fostering a new kind of “group-subject” that is responsive to the realities of daily institutional life. We argue that practices at Gulliver challenge progressive inclusive teaching practices that largely ignore or neglect to account for the emotional difficulties of inclusion. Their approach challenges the focus in progressive inclusive education on the individual child or educator to the detriment of understanding the power of the collective production of subjectivities. At Gulliver, the experience of disability is a shared reference point across the group, and although it is experienced differently for different individuals, it is central to the construction of a group-subject that, in being more expansive and responsible than any individual, is to the benefit of all.

Original languageEnglish (US)
Pages (from-to)321-341
Number of pages21
JournalCurriculum Inquiry
Volume46
Issue number3
DOIs
StatePublished - May 26 2016

Fingerprint

psychotherapy
disability
Group
teaching practice
subjectivity
neglect
inclusion
educator
classroom
education
experience

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{98dabd9d504d47f99a936092694ffa1b,
title = "L’{\'e}cole Gulliver and La Borde: An ethnographic account of collectivist integration and institutional psychotherapy",
abstract = "This article draws on ethnographic research at L’{\'e}cole Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Borde. At both La Borde and Gulliver, daily life and institutional practices are structured to maximize transversality, with the intention of fostering a new kind of “group-subject” that is responsive to the realities of daily institutional life. We argue that practices at Gulliver challenge progressive inclusive teaching practices that largely ignore or neglect to account for the emotional difficulties of inclusion. Their approach challenges the focus in progressive inclusive education on the individual child or educator to the detriment of understanding the power of the collective production of subjectivities. At Gulliver, the experience of disability is a shared reference point across the group, and although it is experienced differently for different individuals, it is central to the construction of a group-subject that, in being more expansive and responsible than any individual, is to the benefit of all.",
author = "Gail Boldt and Valente, {Joseph Michael}",
year = "2016",
month = "5",
day = "26",
doi = "10.1080/03626784.2016.1168260",
language = "English (US)",
volume = "46",
pages = "321--341",
journal = "Curriculum Inquiry",
issn = "0362-6784",
publisher = "Wiley-Blackwell",
number = "3",

}

TY - JOUR

T1 - L’école Gulliver and La Borde

T2 - An ethnographic account of collectivist integration and institutional psychotherapy

AU - Boldt, Gail

AU - Valente, Joseph Michael

PY - 2016/5/26

Y1 - 2016/5/26

N2 - This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Borde. At both La Borde and Gulliver, daily life and institutional practices are structured to maximize transversality, with the intention of fostering a new kind of “group-subject” that is responsive to the realities of daily institutional life. We argue that practices at Gulliver challenge progressive inclusive teaching practices that largely ignore or neglect to account for the emotional difficulties of inclusion. Their approach challenges the focus in progressive inclusive education on the individual child or educator to the detriment of understanding the power of the collective production of subjectivities. At Gulliver, the experience of disability is a shared reference point across the group, and although it is experienced differently for different individuals, it is central to the construction of a group-subject that, in being more expansive and responsible than any individual, is to the benefit of all.

AB - This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Borde. At both La Borde and Gulliver, daily life and institutional practices are structured to maximize transversality, with the intention of fostering a new kind of “group-subject” that is responsive to the realities of daily institutional life. We argue that practices at Gulliver challenge progressive inclusive teaching practices that largely ignore or neglect to account for the emotional difficulties of inclusion. Their approach challenges the focus in progressive inclusive education on the individual child or educator to the detriment of understanding the power of the collective production of subjectivities. At Gulliver, the experience of disability is a shared reference point across the group, and although it is experienced differently for different individuals, it is central to the construction of a group-subject that, in being more expansive and responsible than any individual, is to the benefit of all.

UR - http://www.scopus.com/inward/record.url?scp=84975229485&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84975229485&partnerID=8YFLogxK

U2 - 10.1080/03626784.2016.1168260

DO - 10.1080/03626784.2016.1168260

M3 - Article

AN - SCOPUS:84975229485

VL - 46

SP - 321

EP - 341

JO - Curriculum Inquiry

JF - Curriculum Inquiry

SN - 0362-6784

IS - 3

ER -