‘통합(Inclusion) 담론’에서 장애와 영재성 공존의 교육적 의미

Meaning of coexistence of disability and giftedness in Inclusion Discourse: Focused on Foucault’s concept of Governmentality

This study explains why twice-exceptional children of disability and giftedness were imcompatible under Foucault’s concept of governmentality. Governmentality made person productive for power, and in terms of productivity, the expectations of disabled and gifted students were considered different. Gifted students were understood as individuals with high performance and viewed as objects that contributed to society. On the other hand, disabled students were recognized for the legitimacy of education in terms of productivity development. In terms of productivity, giftedness and disability could not be personalities for one person. However, education have to move toward acknowledging the existence of twice-exceptional children and expanding the scope of support. Thus it is important to find out what the emergency of twice exceptional children with disability and giftedness means in governmentality. It is also necessary to investigate the possibilities and limitations of multicultural education along with the discussion including all. In governmentality there is a limit to simply understanding the individual needs of students through labeling. Therefore, this paper concludes by presenting the possibility of the concept of intersectionality in order to understand the twice-exceptional child from a more diverse perspective.