"Rocznik Lubuski" (2020), T. 46, cz. 1, s. 137-148
The paper attempts to apply the concept of sanctuary developed by Erving
Goffman as a tool for describing, explaining and understanding the importance
of space in educational processes of disabled students – especially in
its non-segregational forms. The paper presents an analysis of the importance
of space, places and territories in the processes of education of disabled
students. It characterizes the problem of creating space of disabled students
in inclusive and integrational education as a form of creating sanctuaries.
Finally, the paper attempts to exemplify the concept by describing two assumptions
of inclusive education by means of Goffman’s categories: goods,
claims, stake holder, obstacle, agent.