Managing Inclusion in Competitive School Systems: The Cases of Sweden and England

Autor/inn/en	Alexiadou, Nafsika; Dovemark, Marianne; Erixon-Arreman, Inger; Holm, Ann-Sofie; Lundahl, Lisbeth; Lundström, Ulf
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01