Inclusive Arts Education in Two Scandinavian Primary Schools: A Phenomenological Case Study

Autor/inn/en	Ferm Almqvist, Cecilia; Christophersen, Catharina
Titel	Inclusive Arts Education in Two Scandinavian Primary Schools: A Phenomenological Case Study
Quelle	In: International Journal of Inclusive Education, 21 (2017) 5, S.463-474 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1218954
Schlagwörter	Foreign Countries; Inclusion; Art Education; Elementary Schools; Phenomenology; Disabilities; Observation; Interviews; Holistic Approach; Teacher Attitudes; Access to Education; Ethnography; Case Studies; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elementary school; Grundschule; Volksschule; Phenomenological psychology; Phänomenologie; Psychologie; Handicap; Behinderung; Beobachtung; Interviewing; Interviewtechnik; Holistischer Ansatz; Lehrerverhalten; Access; Zugang; Bildungszugang; Ethnografie; Case study; Fallstudie; Case Study; Norwegen; Schweden
Abstract	Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6-13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing "arts education for all," "being connected to something larger," "allowing access to different forms of expression and communication," "establishing preconditions for holistic inclusion," and developing "special arts education." The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for "all," both inside and outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01