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Demokrati och inkludering: en begreppsanalys
Örebro University, School of Humanities, Education and Social Sciences.
Örebro University, School of Humanities, Education and Social Sciences.
2004 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, 77-95 p.Article in journal (Other academic) Published
Abstract [sv]

Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

Place, publisher, year, edition, pages
Örebro, 2004. Vol. 13, no 2, 77-95 p.
Keyword [sv]
Demokrati, inkludering, utbildning
National Category
Social Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-32770OAI: oai:DiVA.org:oru-32770DiVA: diva2:679041
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Gamla mönster i nya former?: Tre studier om specialpedagogik i teori och praktik
Open this publication in new window or tab >>Gamla mönster i nya former?: Tre studier om specialpedagogik i teori och praktik
2010 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the research presented here is to examine challenges in the special needs support tradition and the consequences of these challenges with the aim of increasing knowledge regarding the opportunities and constraints that are created as partof the support. In addition, the overarching study aims to highlight issues of democracyand inclusion in the social practices that are focused here and in what manner theseemerge and are framed. These aims are examined through three separate studies.

The first study theoretically examines the central concepts of democracy and inclusionin school policy. The central query here relates to what possible consequences differentmodels of democracy imply vis-à-vis inclusive processes and what possibilities exist forchallenging traditions in special need education? Tradition has often been recognized asan important factor for compensating individuals in a reactive and segregating way.

The second study takes an ethnographic point of departure and focuses five languagepre-schools that are instituted with the primary aim of teaching Swedish to children fromhomes where Swedish is not spoken. The institutional intention is to prepare these pupilsfor inclusion in future school arenas. One query here relates to what types ofconsequences such a proactively conceptualized activity gives rise to?

A case-study that focuses the analysis of a course to prepare teachers for writingremedial plans constitutes the third research foci. The course is offered by a national stateauthority, the older Institute of Special Education (Specialpedagogiska institutet). Theactivity of working on remedial plans is a challenge for the special educational traditionand its individualization of school related problems. A central issue here relates to whatconsequence such a challenge gives rise to when it is formulated by a school-authority?

The results of the studies presented in this thesis indicate that traditions resist changeeven though there is an ambition to challenge these. Old patterns of providing support ininstitutional arenas are difficult to reshape. In both empirical studies individual deficits isa common understanding of school-problems. The results of the empirical studies are alsodiscussed in relation to the conceptual analysis presented in the first article.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2010. 68 p.
Series
Licentiatavhandlingar i Pedagogik, ISSN 1652-5248 ; 5
Keyword
special educational needs, democracy, inclusion, language preschool, remedial plans, governance
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-33471 (URN)
Opponent
Supervisors
Available from: 2014-01-30 Created: 2014-01-30 Last updated: 2017-10-17Bibliographically approved

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