Local school ideologies and inclusion: the case of Swedish independent schools
2013 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 1, 49-63 p.Article in journal (Refereed) Published
This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic – inclusive and the market oriented – exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed.
Place, publisher, year, edition, pages
2013. Vol. 28, no 1, 49-63 p.
inclusive schools; school ideology; school culture; special needs; independent schools; framework
IdentifiersURN: urn:nbn:se:hj:diva-20097DOI: 10.1080/08856257.2012.743730ISI: 000343597700004OAI: oai:DiVA.org:hj-20097DiVA: diva2:576635
ProjectsFristående skolors arbete med elever i behov av särskilt stöd
FunderSwedish Research Council