Inclusive Education: Thinking beyond Systems

Autor/in	Robinson-Pant, Anna
Titel	Inclusive Education: Thinking beyond Systems
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 5, S.619-638 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1769382
Schlagwörter	Inclusion; Foreign Countries; Systems Approach; Cultural Influences; Special Needs Students; Students with Disabilities; Social Bias; At Risk Persons; Barriers; Equal Education; Access to Education; Stereotypes; Ethiopia; Nepal; United Kingdom; Philippines + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Systemischer Ansatz; Cultural influence; Kultureinfluss; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Risikogruppe; Education; Access; Bildung; Zugang; Bildungszugang; Klischee; Äthiopien; Großbritannien; Philippinen
Abstract	Systems thinking has dominated debates and policy discourses on inclusive education, resulting in an almost exclusive focus on children and formal schooling. Based on the BAICE Presidential Lecture 2019, this paper considers the limitations of systems theory in framing discussion and research on inclusive education, introducing instead alternative theoretical starting points to analyse vignettes of from Ethiopia, Nepal, the UK and the Philippines. In place of systems theory, the paper takes the lenses of culture as performed, literacy as a social practice and informal learning, to explore inclusive education and analyse intercultural and literacy learning in everyday life. It argues the need to move beyond systems thinking -- particularly closed systems -- with its default position of school as providing the solutions. Whilst cultural stereotypes can be challenged in school curricula, inclusive education cannot rely on formal institutions alone to initiate changes in attitudes held by teachers, students and the wider community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01