Institutional Narratives and the Struggle for Inclusive Communities in the Greek Context

Autor/inn/en	Tsakalou, Dimitra; Hamilton, Lorna; Brown, Jane
Titel	Institutional Narratives and the Struggle for Inclusive Communities in the Greek Context
Quelle	In: International Journal of Inclusive Education, 24 (2020) 4, S.395-413 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1464605
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Student Rights; Equal Education; Educational Policy; Access to Education; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; Secondary Schools; Stakeholders; Decision Making; Special Schools; Vocational Schools; Mainstreaming; Urban Schools; Greece + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Elternverhalten; Sekundarschule; Decision-making; Entscheidungsfindung; Special school; Sonderschule; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Griechenland
Abstract	Drawing on research into three case study schools in the Greek context, this paper builds on narrative identity theory to conceptualise the nature of inclusion as part of institutional identity. The voices of head teachers, teachers and parents were analysed as they struggled with policy demands, pupil needs and lack of resources at a time of particular economic uncertainty at local and national levels. The narratives of stakeholders provide a rich account of the complexity of narratives within a web of influences which form divergent institutional stories as teachers and parents grapple with inclusion and inclusive practices. The study identified three forms of inclusion in case study schools: deep, surface and segregated, co-existing to a lesser or greater extent within institutions and their communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01