Multidimensional belonging of the student with hearing impairment in China: A (feminist) post-structural discourse analysis of the impact of ableism

Abstract

This study employed post-structural discourse analysis and critical disability theory to delve into the profound effects of ableism on a hearing-impaired student's sense of belonging within the Chinese "learning in a regular classroom" inclusive education model. A central finding illuminated the ableist normalization discourse's profound impact, leading to a lack of belonging and a struggle for acceptance by the mainstream community for the student with hearing impairment. This study contributes to the discourse on reconfiguring educational structures that marginalize specific student groups. Despite efforts to promote inclusive education in China, deeply entrenched ableist values and the disciplinary power hierarchy continue to pose significant challenges. The study calls for a top-down reform of society and a systemic paradigm shift in understanding disability. In addition, the study emphasizes that future research on inclusive education in China could adopt an interdisciplinary approach and highlight the personal experiences and narratives of students with disabilities.