The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.
This article explores hate speech against the Roma in Slovakia on Facebook between April 2016 and January 2017 and the impact of fact-checking and personal experience strategies in countering hate speech through a quasi-experimental research design. It examines how the Roma were constructed and how discussion participants reacted to our pro-Roma interventions. The research sample consisted of 60 Facebook discussions (with more than 7,500 comments) on Roma-related topics posted by the profiles of various members of the Slovak Parliament and the most popular online news media outlets. Qualitative content analysis revealed that the Roma in Facebook discussions were constructed primarily in a negative sense, as asocial criminals misusing welfare benefits. This study demonstrated that Facebook discussion participants presenting anti-Roma attitudes did not use any research evidence to support their constructions. It also demonstrated that pro-Roma comments encouraged other participants with a pro-Roma attitude to become involved.
Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.
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