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Skolledares tolkning av begreppet inkludering: En diskursanalytisk studie av intervjuer med fyra skolledare
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2017 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
School administrators´ interpretation of inclusion : A discourse analytical study of interviews with four school administrators (English)
Abstract [sv]

Syftet med den här studien är att undersöka och analysera vilka diskurser om inkludering som blir synliga i skolledares tal om begreppet. Från en socialkonstruktionistisk utgångspunkt användes Faircloughs kritiska diskursanalys på en text bestående av fyra transkriberade intervjuer med skolledare.

Sammanfattningsvis har studien sett sex diskurser om inkludering framträda. Dessa var en gemenskapsdiskurs, en diagnostisk diskurs, en dialogisk diskurs, en expertisinriktad diskurs, en individualiseringsdiskurs och en förmågediskurs. Inkluderingen beskrevs på skiftande sätt, vilket stämmer väl överens med skiftande definitioner även inom forskningen. De diskurser inom vilka språkanvändandet minst stämmer överens med forskning om inkludering var den diagnostiska diskursen och förmågediskursen, där det lätt blir att barnet sätts som bärare av problemet.

Abstract [en]

The object of this study is to examine and analyze which discourses concerning inclusion become apparent when school administrators speak of the concept. Fairclough critical discourse analysis was used, from a social constructionist premise on four transcribed interviews with school administrators.

In conclusion, six discourses became apparent about inclusion. These included a community discourse, a diagnostic discourse, a dialogical discourse, an expertise oriented discourse, an individualization discourse and an ability discourse. Inclusion was described in varying ways, which corresponds well with current research. The discourses where language use least corresponded with research about inclusion was the diagnostic discourse and the ability discourse, wherein the child is easily portrayed as the carrier of the problem.

Place, publisher, year, edition, pages
2017. , p. 40
Keywords [en]
inclusion, school administrator, discourse, critical discourse analysis, Fairclough
Keywords [sv]
inkludering, skolledare, diskurs, kritisk diskursanalys, Fairclough
Identifiers
URN: urn:nbn:se:kau:diva-64689OAI: oai:DiVA.org:kau-64689DiVA, id: diva2:1149428
Subject / course
Special Education
Supervisors
Examiners
Available from: 2017-10-16 Created: 2017-10-16 Last updated: 2017-12-13Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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More styles
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  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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