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An amalgam of ideals: images of inclusion in the Salamanca Statement
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (PS; STEP)ORCID iD: 0000-0002-5079-9581
2019 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 7-8, p. 677-690Article in journal (Refereed) Published
Abstract [en]

The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement.

Place, publisher, year, edition, pages
2019. Vol. 23, no 7-8, p. 677-690
Keywords [en]
The Salamanca Statement, inclusive education, special education, policy analysis, education politics
National Category
Educational Sciences
Research subject
Education; Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-385747DOI: 10.1080/13603116.2019.1622805ISI: 000474733100002OAI: oai:DiVA.org:uu-385747DiVA, id: diva2:1325614
Available from: 2019-06-16 Created: 2019-06-16 Last updated: 2019-08-16Bibliographically approved

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