This paper uses personalisation and the capabilities approach to explore inclusive music classes for children with disabilities in Scotland. It provides a unique insight into the impact of participation through the voices of the disabled young musicians, their parents and tutors. The study highlights the power of inclusive spaces to transform lives, to build confidence and intersectional identities. It engages in the spatial dynamic of opening up inclusive spaces, as well as exposing emerging tensions in the liminal space that is created through movement between safe and supported spaces and the antithesis, spaces that disempower and marginalise. The findings suggest good practice around personalisation, when conceived of from a social justice perspective, as a template for working with other marginalised groups and in other professional settings.
|Number of pages||15|
|Journal||Disability & Society|
|Early online date||19 Jan 2017|
|Publication status||Published - 17 Feb 2017|
- Capabilities approach
- Inclusive music
- Social justice
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- Education and Society - Professor of Ed, Inclusion and Life Transitions