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The analysis argues that inclusion practices coexist with unacknowledged disenfranchisement operations and supports extending inclusive education beyond targeted demographic supports.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/who-needs-the-undercommons-refuge-and-resistance-in-public-high-schools/594812/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/who-needs-the-undercommons-refuge-and-resistance-in-public-high-schools/594812.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the undercommons used for in this paper?","Question",{"text":62,"@type":63},"The undercommons functions as an epistemic device for “seeing and knowing” in relation to public education, making mechanisms of disenfranchisement visible.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper reconcile inclusion with exclusion?",{"text":67,"@type":63},"It argues that inclusion in schools coexists with unacknowledged operations of exclusion, meaning exclusion can persist even when inclusive practices are present.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the paper connect inclusion to social justice?",{"text":71,"@type":63},"The paper contends inclusion must be part of a transformative process that recognizes inequity and includes rectifying action, tied to advocacy for equitable life chances.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594812,1792079898,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":79,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Who Needs the Undercommons? Refuge and Resistance in Public High Schools  \nG. H. Greer  \nConcordia University  \nAbstract  \nThis paper is a theoretical discussion ofThe Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. The function of this device is to establish an appreciative view of student survival and activist behaviours and to centre educational policy as a potential mechanism of student exclusion. I propose that the practice of inclusion in schools coexists with unacknowledged operations of exclusion. The undercommons is employed as a lens to make such mechanisms of disenfranchisement apparent. I advocate here for an extension of inclusive education which, in addition to targeted supports for particular demographic groups, must concern itself with more general practices ofdisenfranchisement.  \nKeywords: social justice; inclusion; undercommons; disenfranchised students; public schools  \nG.H. Greer is a PhD candidate in Art Education at Concordia University. Informed by public school teaching and community youth work experiences, G.H.’s research focus is on inclusivityas a transformational force in educational, arts, and community settings.  \nEmail: [gia.greer@concordia.ca](gia.greer@concordia.ca)  \nThe commons as a place of communal investment and benefit is a concept that has come in and out of popular imagination since the time of Aristotle and before. Ecologist and philosopher Garrett Hardin (2009) has expressed concern with the individual interests of people who share in the common good, while philosopher and sociologist Henri LeFebvre (1992) discusses common space as produced by the way people share resources. Uniquely, The Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) describes a space found in the relationship between people who have been denied resources, and who arejoined not by the common use or ownership of space, but by belonging within the community of those who have been excluded.  \nThis paper is a theoretical discussion of The Undercommons as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. The function of this device is to establish an appreciative view of student survival and activist behaviours and to centre educational policy as a potential mechanism of student exclusion. I propose that the practice of inclusion in schools coexists with unacknowledged operations of exclusion. The undercommons is employed below asa lens to make such mechanisms of disenfranchisement apparent. I advocate here for an extension of inclusive education which, in addition to targeted supports for particular demographic groups, must concern itself with more general practices of disenfranchisement, which are described below.  \nFor me, The Undercommons formed a link between personal experience as an outsider and educational policies, in which I am complicit, that create outsiders of students. In the following analyses, I attempt to transpose several key ideas from The Undercommons to a public school context in hopes of provoking a similar connection between readers and their students.  \nFirst, this writing progresses through a definition of terms, then to an outline of pertinent concepts from The Undercommons, and third, to a number of critical considerations related to inclusive education. In this third section, I pose questions intended to support dialogue in the local context of readers, not to provide data or teaching strategies. Readers in search of such resources will find some references to inclusive pedagogies in the second section under the headings Study and Planning. I conclude with a call to practice inclusion that not only supports disenfranchised individuals but also targets ","cbCaipKr45MPgw04","https://ap.wps.com/l/cbCaipKr45MPgw04","pdf",1217453,14,"English","# Abstract\n# Defining Inclusive Education (and its Exclusions)\n## Inclusion in Canada\n## Critiques of Inclusion and Social Justice","[{\"question\":\"What is the undercommons used for in this paper?\",\"answer\":\"The undercommons functions as an epistemic device for “seeing and knowing” in relation to public education, making mechanisms of disenfranchisement visible.\"},{\"question\":\"How does the paper reconcile inclusion with exclusion?\",\"answer\":\"It argues that inclusion in schools coexists with unacknowledged operations of exclusion, meaning exclusion can persist even when inclusive practices are present.\"},{\"question\":\"Why does the paper connect inclusion to social justice?\",\"answer\":\"The paper contends inclusion must be part of a transformative process that recognizes inequity and includes rectifying action, tied to advocacy for equitable life chances.\"}]","Who Needs the Undercommons? Refuge and Resistance in Public High Schools | PDF",35]