Literaturnachweis - Detailanzeige
Autor/inn/en | Alexiadou, Nafsika; Dovemark, Marianne; Erixon-Arreman, Inger; Holm, Ann-Sofie; Lundahl, Lisbeth; Lundström, Ulf |
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Titel | Managing Inclusion in Competitive School Systems: The Cases of Sweden and England |
Quelle | In: Research in Comparative and International Education, 11 (2016) 1, S.13-33 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1745-4999 |
DOI | 10.1177/1745499916631065 |
Schlagwörter | Foreign Countries; Inclusion; Competition; Comparative Education; Comparative Analysis; Educational Practices; Educational Policy; Qualitative Research; Statistical Analysis; Interviews; School Surveys; Educational Change; Educational Development; Context Effect; Commercialization; Educational Cooperation; School Segregation; Institutional Characteristics; Teacher Attitudes; Administrator Attitudes; Sweden; United Kingdom (England) Ausland; Inklusion; Wettkampf; Vergleichende Erziehungswissenschaft; Bildungspraxis; Politics of education; Bildungspolitik; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Bildungsreform; Bildungsentwicklung; Education; cooperation; Kooperation; Lehrerverhalten; Schweden |
Abstract | The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |